International Baccalaureate

PYP Overview

The IB Primary Years Programme (PYP) for children aged 3 - 12 nurtures and develops young students as caring, active participants in a lifelong journey of learning.

Through its inquiry-led, transdisciplinary framework, the PYP challenges students to think for themselves and take responsibility for their learning as they explore local and global issues and opportunities in real-life contexts.

Rose Stein International's Programme of Inquiry

The Programme of Inquiry provides a structured framework that outlines what, when, and how learners explore transdisciplinary themes. The development of Rose Stein International's unique programme of inquiry is intentionally created with collaboration to reflect the distinct characteristics of our community. Rose Stein International's Programme of Inquiry is reviewed and revised annually to reflect growth, change, and action as students progress through the grades. This dynamic approach ensures a relevant and engaging learning experience for our learners.

Full Program of Inquiry

Learner Profile

The IB Primary Years Programme (PYP) for children aged 3 - 12 nurtures and develops young students as caring, active participants in a lifelong journey of learning.

Inquirer

Knowledgeable

Thinker

Communicator

Principled

Open-Minded

Caring

Risk-Taker

Balanced

Reflective

By embodying these attributes, we strive to make a positive impact on our world.

Specified Concepts

Concepts represent ideas that are broad, abstract, timeless and universal. Concepts add depth and rigour in student thinking to the traditional “two-dimensional” curriculum consisting of facts and skills. Concepts place no limits on breadth of knowledge or on depth of understanding, and therefore are accessible to every student.

Concept-based inquiry builds conceptual understanding.
Concept-based inquiry creates deeper transferable learning inviting students to make connections to current events helping them see the relevance of their learning.
It promotes student agency by inviting learners to construct meaning and articulate their own understanding.
A concept-based inquiry approach results in higher levels of engagement for both teachers and students.
Concept-based inquiry is a powerful vehicle for learning that promotes meaning and understanding, and challenges students to engage with significant ideas.

Approaches to Learning

Approaches to Learning (ATLs) are a set of skills and strategies that are an integral part of an IB education. These skills are grounded in the belief that learning how to learn is fundamental to all students. The five ATLs aim to support learners in becoming self-regulated learners who know how to ask good questions, set effective goals, and pursue their aspirations with confidence. These skills also foster a sense of agency, encouraging students to view learning as an active and dynamic process.

Having a firm grasp of these skills allows students to become self-regulated learners who can learn pro-actively, being in charge of their learning.

Transdisciplinary Themes

The International Baccalaureate® (IB) Primary Years Programme (PYP) is underpinned by six transdisciplinary themes around which learning is planned. These themes are:

Who We Are

Where We Are in Place and Time

How We Express Ourselves

How the World Works

How We Organize Ourselves

Sharing the Planet

These themes are selected for their relevance to the real world. They are described as transdisciplinary because they focus on issues that go across subject areas. The transdisciplinary themes help teachers to develop a Programme of Inquiry. Teachers work together to develop investigations into important ideas, which require a substantial and high level of involvement on the part of students.

The IB knows that young learners are intelligent, resourceful and creative individuals who grow, develop and learn at different rates. They explore their environment and learn about their world through play and relationships with peers, teachers, family and community members.

Early learning in the PYP is a holistic learning experience that integrates socio-emotional, physical and cognitive development. In the PYP classroom, it takes place in dynamic environments that promote play, discovery and exploration.

Learner Agency

Learner agency is an intricate combination of students having a say in their experience (voice), an active part in the decision-making about their learning experience (choice) and they are personally invested in the process (responsibility).

Learner agency is about having the power, combined with choices, to take meaningful action and see the results of your decisions. It can be thought of as a catalyst for change or transformation. Within a school context, Learner Agency is about shifting the ownership of learning from teachers to students, enabling students to have the understanding, ability, and opportunity to be part of the learning design and to take action to intervene in the learning process, to affect outcomes and become powerful lifelong learners.

Students have voice, choice and ownership for their own learning.
When students’ have agency, the relationship between the teacher and students becomes a partnership.
Students with a strong sense of self-efficacy bring a stronger sense of agency to the learning community.
The learning community supports agency and fosters self-efficacy.

Primary Years Program Exhibition

The PYP (Primary Years Programme) Exhibition is a culminating project that represents a significant learning experience for our learners in the final year of the PYP (6th grade). It is an opportunity for students to showcase their abilities to conduct in-depth inquiries, apply their understanding of transdisciplinary skills, and demonstrate their commitment to the PYP learner profile attributes.

The PYP Exhibition supports learner agency by empowering students to take ownership of their learning process. Students are encouraged to identify and explore a real-life issue or opportunity that resonates with them, allowing them to pursue their personal interests and passions. Through this process, students develop essential skills such as self-management, research, communication, and critical thinking.

Policies

Rose Stein International's policies are designed in collaboration to ensure that our school develops, implements, communicates, and reviews its programs effectively. This helps create a school culture where all learners thrive in an IB education. Our policies support the commitment to providing a nurturing and dynamic environment for every student.

Academic Integrity Policy

Assessment Policy

Inclusion Policy

Language Policy

Resources and Frequently Asked Questions

International Baccalaureate in Jeffco

The International Baccalaureate (IB) program was founded in 1967 to provide a rigorous, well-rounded education for students throughout the world. The IB prepares students for adulthood by enhancing skills in creativity, critical thinking, technology and international understanding.

Students may earn college credit for the IB exams by scoring a four or higher. Students who complete the IB Diploma Programme shall, at a minimum, receive 24 semester credits. These credits can apply to general education, elective or major requirements (at the institution’s discretion). The credit is guaranteed to transfer but it’s not guaranteed to apply to degree requirements. Please contact the colleges you wish to attend to see how your IB scores will be accepted.

Learn More About International Baccalaureate