Primary Years Programs
Primary Years Programme (PYP 4–PYP 8) at Richmond Schools:
Introduction
The Primary Years Programme (PYP) at Richmond Schools, serving students from PYP 4 to PYP 8, is a concept-driven, inquiry-based curriculum aligned with IB philosophy and standards. The programme is designed to develop students academically, socially, and emotionally, while fostering international-mindedness, learner agency, and a strong sense of responsibility for learning. Teaching and learning are grounded in the IB Learner Profile and Approaches to Learning (ATL) skills, ensuring a coherent and consistent learning experience across the upper primary years.
Curriculum Design and Learning Experiences
Learning in PYP 4–PYP 8 is organized through transdisciplinary Units of Inquiry under the six PYP transdisciplinary themes. These units integrate subject areas including language, mathematics, science, social studies, the arts, and personal, social, and physical education. Conceptual understanding is developed through key and related concepts, encouraging students to make connections, think critically, and apply learning to real-world contexts. As students progress through the upper PYP, inquiries become increasingly advanced, requiring deeper analysis, independent research, and collaborative problem-solving.
Assessment and Reflection Practices
Assessment in the upper PYP is ongoing, purposeful, and aligned with IB assessment principles. Teachers use a balance of formative and summative assessment strategies to monitor student progress, inform instruction, and support learner growth. Assessment practices include observations, student reflections, performances, projects, and written tasks. Clear success criteria and feedback support students in understanding expectations and taking ownership of their learning. Reflection is embedded throughout the learning process, enabling students to evaluate their understanding, set goals, and identify next steps.
Learner Agency and Skill Development
Across PYP 4–PYP 8, increasing emphasis is placed on student agency. Learners are encouraged to ask questions, plan inquiries, make choices, and take action based on their learning. The development of ATL skills—thinking, communication, research, social, and self-management—is explicitly taught and practiced, preparing students for greater independence and responsibility as learners.
Transition from PYP to MYP
The upper PYP plays a critical role in preparing students for a smooth and successful transition into the Middle Years Programme (MYP). Learning experiences in PYP 6–8 gradually reflect increased subject-specific expectations, academic rigor, and independent learning skills. Collaboration between PYP and MYP teachers ensures alignment in pedagogy, assessment approaches, and learner expectations. By the end of PYP 8, students are confident in inquiry, reflection, and self-management, and are well prepared to engage with the conceptual, disciplinary, and skills-based demands of the MYP.
