The Primary Years Programme is a student-centric approach to education for children between the age of 3-12 years. As an inquiry-based, trans-disciplinary framework, the PYP builds the conceptual understanding of the students by acknowledging their agency in the learning process. The PYP empowers students to own their learning as they develop skills and attributes of the IB learner profile, which enable them to create a difference locally and globally.

The central principle of agency is underpinned on the three pillars of school life –

  • The Learner
  • Learning and teaching
  • The learning community
The framework recognizes the value and importance of self-efficacy in students, which encourages them to actively participate in the learning process and take informed actions. Learners strengthen their knowledge and skills across, beyond, and between subject areas, which is guided by the six trans-disciplinary themes of global significance-
  • 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

The authentic and real-life context provided to the students through the transdisciplinary themes enables students to gain an understanding of themselves, the wider community, and the world as they collaborate and engage in rich dialogue.

The PYP facilitates a holistic, enriching experience for children, especially those aged between 3 to 6 years. Play is a vehicle for inquiry. The PYP classroom is a dynamic classroom that fosters and promotes exploration, play, and discovery, addressing the socio-emotional, physical, cognitive, and mental needs of every learner.

The Primary Years Programme at K.R Mangalam Global School honours students’ ‘choice’ and ‘voice’ in the classroom, promoting student agency by planning differentiated learning experiences and small group work for the learners.

Teachers constantly keep a track of learners’ abilities and interest of their learners and create learning spaces, plan group work, and use different resources in the class to engage the students.

One on one sessions with the parents and teachers along with group and pair work in the classroom promotes healthy student-teacher, teacher-parent, and peer to peer relationships.

The focus is on play in early years which encourages expression of students’ creativity and imagination. Children engage in many children and teacher-initiated activities that develop the whole child.

Transdisciplinary Learning

The most significant and distinctive feature of the Primary School Programme are the six transdisciplinary themes

These themes provide us with the opportunity to incorporate local and global issues into the curriculum and effectively allow students to “step up” beyond the confines of learning within subjects areas.

Who we are – Inquiry into the nature of the self; beliefs and values; person, 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 – Inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationship between and the interconnectedness of individuals and civilizations, from local and global perspectives.

How we express ourselves – Inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

How the world works – 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 organize ourselves – 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 – Inquiry into rights and responsibilities in the struggle to share finite resources with other people and other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution.

  • These transdisciplinary themes help teachers to develop a programme of inquiri-investigations into important ideas, identified by the schools, and requiring a high level of involvement on the part of the students. These inquiry are substantial, in-depth and usually lasts for 8-10 weeks (each inquiry).
  • Each theme is addressed each year by all students. (Students aged 3 to 5 engage with four of the themes each year.)
  • In addition, all students have the opportunity to learn more than one language from the age of seven.
  • Since these ideas relate to the world beyond the school, students see their relevance and connect with it in an engaging and challenging way. Students who learn in this way begin to reflect on their roles and responsibilities as learners and become actively involved with their education. All students will come to realize that a unit of inquiry involves them in in-depth exploration of an important idea, and that the teacher will collect evidence of how well they have understood that idea. The students are expected to be able to work in a variety of ways, on their own and in groups, to allow them to learn to their best advantage.