Methodology – IB PYP

IB World School – PYP

ABA Global School Students learn content across the six transdisciplinary themes comprehensively, which serve as a structure around which the curriculum is organized, that guarantees the formation of research and knowledge building in the PYP – Primary Years Program.

These six themes are part of the common basis and unify the ABA Global School program, for the Early and Elementary Years.

The six 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.


The curriculum is presented in three connected components:

  • What do you want to learn? Written Curriculum

    In the written curriculum there’s a balance between knowledge creation and essential abilities, the development of concept comprehension, a demonstration of positive attitudes and responsible action taking. To reach this balance, there is an emphasis on the five essential elements of the writing curriculum: knowledge, concepts, abilities, attitude and action.
  • What’s the best way to learn? Curriculum Taught

    The six transdisciplinary themes help teachers to develop an inquiry program that works with important ideas identified by the teachers, which require a high rate of student involvement. The inquiry units are open, and provide an awareness of the issues raised and are performed over the course of about six weeks.
  • How do we know what we learn? Assessed Curriculum

    Evaluation is a relevant part of the units of inquiry, reinforcing learning and offering students the opportunity to reflect about what they know, what they understand and what they can do.

Learner profile

The students learn to be:

They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.


They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.


They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.


They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.


They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.


They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.


They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.


They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.


They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.


They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.