International School of Paris

PYP
Curriculum Guide
2024-25
 PYP Curriculum Guide 2024-25

Contents - PDF updated as of 14:30 on 21.06.24

The IB Primary Years Programme at ISP 3
IB Mission Statement 3
The ISP High Quality Learning Definition 3
The Primary Years Framework 4
The International School of Paris Primary School 5
Our Understanding 6
Agency 6
Self-Efficacy 7
The International Baccalaureate Learner Profile 8
Elements of the PYP Framework 9
A Transdisciplinary Curriculum Framework 9
Learning through the Transdisciplinary Themes 10
Transdisciplinary Themes 11
Concepts and Conceptual Understanding 12
Concepts 12
Approaches to Learning (ATLs) 14
Action: How Do We Want the Students to Act? 15
Assessment 16
Conferences and Reports 17
Parent Workshops and Curriculum Newsletters 17
Learning Support 17
Academic Integrity 18
Home Learning 19
The Grade 5 Exhibition 19
Language and Technology 19
English Language 19
French Language 19
English as an Additional Language (EAL) 20
Home Languages 20
Information and Communication Technology (ICT) 21
Library 22
ISP 2024-25 Programme of Inquiry 22
International School of Paris Programme of Inquiry (Example) 22
Descriptions of Subject Areas and their Strands 23
English Language 23
Mathematics 26
Science 28
Social Studies 29
Arts 30
Physical Education 31
Personal and Social Education (PSE) 31
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The IB Primary Years Programme at ISP

IB Mission Statement
The International Baccalaureate© aims to develop inquiring, knowledgeable and caring young people
who help to create a better and more peaceful world through intercultural understanding and
respect.
To this end, the organisation works with schools, governments and international organisations to
develop challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and
lifelong learners who understand that other people, with their differences, can also be right.
(IB mission statement)
The International School of Paris (ISP) is committed to delivering the International Baccalaureate (IB)
Programmes. In the Primary School, the Primary Years Programme (PYP) is followed from Nursery to
Grade 5.

The ISP High Quality Learning Definition

High quality learning is a social and experiential practice. It sparks students’ curiosity and stimulates
their natural creativity. It inspires them to strive for excellence, and to take ownership of their own
inquiry and research. It shapes the learner and the learning community, nurturing growth and new
understandings.

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The Primary Years Framework

The PYP curriculum framework emphasises the central principle of agency that is threaded
throughout the three pillars of the curriculum: the learner, learning and teaching and the learning
community. Augmenting the focus of the “written, taught, and assessed” curriculum with the human
elements—the learner and the learning community—underlines that everyone connected to the
school community has voice, choice and ownership to impact learning and teaching. These holistic
components complement and reinforce each other to form a coherent whole.

The learner: describes the outcomes for individual students and the outcomes they seek for
themselves (what is learning?).

Learning and teaching: articulates the distinctive features of learning and teaching (how best to
support learners?).

The learning community: emphasises the importance of the social outcomes of learning and the role
that IB communities play in achieving these outcomes (who facilitates learning and teaching?).

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The International School of Paris Primary School

The Primary School sets out to meet the diverse needs of the students through the Primary Years
Programme, by ensuring that learning is engaging, relevant, challenging and significant. The school
follows a transdisciplinary model, whereby themes of global significance frame the learning
throughout the primary years, including early childhood. This means that students are encouraged to
make connections between subject areas, and traditional curriculum areas are used as lenses to help
students inquire into big ideas.
The PYP is both a curriculum framework and a philosophy that facilitates structured inquiry. Through
inquiry, the students are encouraged to question, wonder, doubt, speculate and generalise as part of
their learning journey to construct meaning about the world around them. Students have the
opportunity to explore significant local and global issues and are also encouraged to consider
situations critically from multiple viewpoints.

In the Primary School, opportunities to share experiences between students, parents and teachers
are a critical element in developing a sense of international mindedness. This begins with each
student’s ability to develop a sense of personal and community identity. We encourage all members
of our community to share their personal histories as well as their cultural identities. In gaining an
appreciation of themselves, the students are then exposed to other cultures, making use of our
diverse student population. With this in mind, celebrations of our diverse cultures are encouraged
throughout the Primary School. We invite students, their families and friends to lead these events,
whether it is reading stories to students in English or in another language, sharing food or celebrating
festivals. We will reach out to the community for support prior to these events. We also hold an
international event once a year, in which parent participation is essential. This is one of the highlights
of the year for our community, bringing students, staff and parents together to celebrate our
uniqueness.
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The PYP encourages students to become independent learners, and ISP encourages them to make
connections between life in school, life at home and life in the world. By helping students to see that
learning is connected to life, a strong foundation for future learning is established.

Our Understanding
Our understanding of the learner is the foundation of our approach to learning and teaching. Children
inquire, question, wonder and theorise about themselves, others and the world around them. They
are keen observers and explorers. Through their experiences and interactions, they naturally develop
intricate, multi-layered perceptions and understandings. Throughout the PYP, a student is an agent for
their own and others’ learning through the concept of learner agency. Learner agency is connected to
a student’s belief in their ability to succeed (self-efficacy).

Agency
Conceptualised by Albert Bandura in social cognitive theory, agency “enable[s] people to play a part
in their self-development, adaptation, and self-renewal with changing times” (Bandura 2001). PYP
students with agency use their own initiative and will, and take responsibility and ownership of their
learning. They direct their learning with a strong sense of identity and self-belief, and in conjunction
with others, thereby building a sense of community and awareness of the opinions, values and needs
of others.

When learners have agency, the role of the teacher and student changes; the relationship between a
teacher and student is viewed as a partnership.

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Self-Efficacy
When teachers acknowledge learner agency and the importance of self-efficacy, students become
partners in the learning process. In this partnership, teachers work alongside students, meet with
small groups and individuals as needed, and monitor learning and provide feedback.
Students demonstrate agency when they:
● influence and direct their own learning;
● make choices;
● voice opinions;
● ask questions and express wonderings;
● communicate understandings;
● construct new meanings;
● participate in and contribute to the learning community.
How teachers at ISP support agency
● Students learn by doing. Teachers create opportunities for agency in the classroom by
involving students in the following activities:
o Establishing a respectful and welcoming culture. Collaborate with students to create
shared agreements about how to interact with others to create a culture of respect
and trust where all students feel welcomed, significant and emotionally safe.
o Creating shared routines. Ask for students’ input into developing routines around
arrival, transitions, communication signals, meetings, clean-up and dismissal.
o Setting up the learning spaces. Ask students to help set up and arrange learning
spaces that make them feel safe physically and where they can access learning
materials, make choices and take risks.
o Making decisions about learning. Involve students in making decisions about what,
why and how they learn—as co-collaborators in the learning community. Allow time
to respond to students’ ideas about action.
o Communicating expectations. Clarify what knowledge, conceptual understandings,
skills and dispositions the students are learning, and why.

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The International Baccalaureate Learner Profile

The IB learner profile are ten personal attributes valued by IB World Schools. We believe these
attributes help our students become responsible members of local, national and global communities.
The learner profile is what enables ISP to reach its mission, Educating for Complexity. The attributes
of the learner profile permeate teaching and learning and provide a framework for our values.

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Elements of the PYP Framework

Exploring the elements
Effective teaching, Albright (2016: 532) believes, “is implicitly transdisciplinary”, and, by design,
multiple elements of the PYP bring to life transdisciplinary learning and teaching. These elements
provide the foundation for students to develop transdisciplinary thinking, to explore real-life issues
and to effect change. They support the development of “internationally minded people who
recognize their common humanity and shared guardianship of the planet” (IBO 2017: 2).

A Transdisciplinary Curriculum Framework

The PYP curriculum framework centres on transdisciplinary learning as the curriculum organiser for
students to experience learning between, across and beyond traditional subject boundaries. It is an
in-depth guide to authentic inquiry-based learning and teaching that is engaging, significant,
challenging and relevant.
PYP schools strive towards deeper implementation of transdisciplinary learning in their curriculums
and communities by committing to a foundational set of principles found in Programme Standards
and Practices (PSP). These foundational principles ensure quality and fidelity in the implementation
of all IB programmes at IB World Schools.
The PYP curriculum framework and the PSP framework work in conjunction to provide schools with
the guidance needed to meet the quality standard of a PYP programme, and to encourage schools to
develop and improve programmes that fit their contexts and educational aims. As schools use the

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PYP curriculum framework to organise their curriculums and communities, they can use the PSP
framework to develop the environment, culture, policies and processes that support effective
practice and exemplify the IB mission.
A transformative programme:
The transformative nature of the PYP lies in its commitment to student learning in a transdisciplinary
context, embedded in the curriculum framework and connected across key elements of the
programme. It is a fundamental PYP belief that for early and primary years learners, continuous
integration and connection of prior and new knowledge and experiences is the most meaningful way
to broaden their understanding of the world. “When a curriculum approach goes across, between
and beyond subjects, and emphasises participatory and integrated learning, it honours the learners’
curiosity, questions and voice, for whom the curriculum is intended” (Beane 1995). Transdisciplinary
learning in the PYP refers to learning that is not confined within traditional subjects but is supported
and enriched by them.

Learning through the Transdisciplinary Themes

The transdisciplinary themes mark the starting point of student inquiries. It is within the context of
each theme that students explore related central ideas and assimilate knowledge. These themes
engage the learning community in rich dialogues and ongoing collaboration to build an understanding
of themselves, their wider community and the world. Designed to have enduring value regardless of
the geography or background of IB World Schools and students, the six themes provide guidance for
what students will inquire into. They:

● encapsulate our shared commonalities;

● indicate the complexity and the connectedness of the human condition globally;
● invite students to engage in dialogues about real issues in the world;
● allow for authentic embeddedness of subject areas;
● contribute to the uniqueness of the PYP.

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Transdisciplinary Themes

Transdisciplinary themes Descriptions

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 An inquiry into orientation in place and time; personal histories;
time 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
the aesthetic.

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 organisations;
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.

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Concepts and Conceptual Understanding

A concept-driven curriculum
Concept-based inquiry is a powerful vehicle for learning that promotes meaning and understanding,
and challenges students to engage with significant ideas. This is central to the Primary Years
Programme (PYP) philosophy. “Purposeful inquiry is supported by a concept-driven curriculum”
(Wiggins, McTighe 2005).
A concept-driven curriculum is the means through which students develop their conceptual
understandings. Students co-construct beliefs and mental models about how the world works based
on their experiences and prior learning. They integrate new knowledge with their existing knowledge
and apply these understandings in a variety of new contexts. They learn to recognize patterns and see
the connections between discrete examples to strengthen conceptual understandings.

Concepts
“A concept is a ‘big idea’—a principle or notion that is enduring and is not constrained by a particular
origin, subject matter or place in time” (Erickson 2008). 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.
Concepts help to:
● explore the essence of a subject
● add coherence to the curriculum
● deepen disciplinary understanding
● build the capacity to engage with complex ideas
● build understandings across, between and beyond subjects
● integrate and transfer learning to new contexts

Concepts are powerful, broad and abstract organising ideas that may be transdisciplinary or
subject-based. They represent the vehicle for students’ inquiry into the opportunities and challenges
of local and global significance. Concepts are concise; they are usually represented by one or two
words.

Specified concepts
In the PYP there are seven specified concepts that facilitate planning for a conceptual approach to
transdisciplinary and subject-specific learning. Together, these specified concepts form the
component that drives the teacher- and/or student-constructed inquiries that lie at the heart of the
PYP curriculum.

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Specified Key questions Definition

concepts

Form What is it like? The understanding that everything has a form with
recognizable features that can be observed, identified,
described and categorised.

Function How does it work? The understanding that everything has a purpose, a role
or a way of behaving that can be investigated.

Causation Why is it as it is? The understanding that things do not just happen; there
are causal relationships at work, and that actions have
consequences.

Change How is it The understanding that change is the process of

transforming? movement from one state to another. It is universal and
inevitable.

Connection How is it linked to The understanding that we live in a world of interacting

other things? systems in which the actions of any individual element
affect others.

Perspective What are the points The understanding that knowledge is moderated by
of view? different points of view which lead to different
interpretations, understandings and findings;
perspectives may be individual, group, cultural or
subject-specific.

Responsibility What are our The understanding that people make choices based on
obligations? their understandings, beliefs and values, and the actions
they take as a result do make a difference.

Specified concepts drive learning experiences and help to frame a unit of inquiry. By identifying and
investigating specified concepts, students learn to think critically about big ideas. This may be done
through broad, open-ended questions in an inquiry. When concepts are viewed as a set of questions,
the inquiry is directed, purposeful and manageable.
The questions associated with the specified concepts in the table are a starting point. They represent
an introduction to a way of thinking about learning and teaching. They can be used in any order and
as regularly as the students and teachers require. There can be more than one concept in an inquiry.
In collaboration with students, teachers identify and document the most relevant specified concepts
in each unit. While the seven concepts have been identified in the curriculum framework, they are
not the only concepts worth exploring, and schools are encouraged to add to this list.

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Approaches to Learning (ATLs)

Approaches to learning (ATLs) are an integral part of an IB education and complement the learner
profile, knowledge, conceptual understanding and inquiry.
These skills are grounded in the belief that learning how to learn is fundamental to a student’s
education. Five categories of interrelated skills aim to support students of all ages to become
self-regulated learners who know how to ask good questions, set effective goals and pursue their
aspirations with the determination to achieve them. These skills also help to support students’ sense
of agency, encouraging them to see their learning as an active and dynamic process (IBO 2017).
Although the ATL are relevant from 3 to 19 years of age, it is particularly important for PYP teachers to
interpret these skills in ways that are appropriate for early and primary years learners. All teachers
foster and support the development of these skills by providing opportunities embedded in authentic
learning experiences.

Image created by Stephen Taylor. Accessed on 31/5/23, URL: https://i-biology.net/attl/

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Category Sub-skills

Thinking skills ● Critical-thinking skills (analysing and evaluating issues and ideas)
● Creative-thinking skills (generating novel ideas and considering
new perspectives)
● Transfer skills (using skills and knowledge in multiple contexts)
● Reflection/metacognitive skills ((re)considering the process of
learning)

Research skills ● Information-literacy skills (formulating and planning, data

gathering and recording, synthesising and interpreting,
evaluating and communicating)
● Media-literacy skills (interacting with media to use and create
ideas and information)
● Ethical use of media/information (understanding and applying
social and ethical technology)

Communication skills ● Exchanging-information skills (listening, interpreting, speaking)

● Literacy skills (reading, writing and using language to gather and
communicate information)
● ICT skills (using technology to gather, investigate and
communicate information)

Social skills ● Developing positive interpersonal relationships and collaboration

skills (using self-control, managing setbacks, supporting peers)
● Developing social-emotional intelligence

Self-management skills ● Organisation skills (managing time and tasks effectively)

● States of mind (mindfulness, perseverance, emotional
management, self-motivation, resilience)

Action: How Do We Want the Students to Act?

Students at ISP are encouraged to take action as a result of their learning. Action can be a
demonstration of a sense of responsibility and respect for themselves, others and the environment.
Action usually begins in a small way but arises from genuine concern and commitment.
Action as a result of learning often happens beyond the classroom, and teachers at ISP are
always keen to know about action that the students take outside of school.

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Assessment
All IB programmes are informed by assessment, as indicated in the IB approaches to teaching. While
assessments look different in each programme, all IB assessment methods are varied and fit for
purpose in line with ISP’s Assessment Policy.
Assessment is central to the Primary Years Programme (PYP) goal of thoughtfully and effectively
supporting students through the acquisition of subject-specific knowledge and skills, the
understanding of concepts and the development of approaches to learning.
The development of knowledge, conceptual understandings and skills requires that both teachers and
students demonstrate assessment capability.
Characteristics of effective assessment
Highly effective assessment shares some key characteristics (Adapted from Clarke 2012).
● Authentic: It supports making connections to the real world to promote student engagement.
● Clear and specific: This includes desired learning goals, success criteria and the process
students use to learn.
● Varied: It uses a wider range of tools and strategies that are fit for purpose in order to build a
well-rounded picture of student learning.
● Developmental: It focuses on an individual student’s progress rather than their performance
in relation to others.
● Collaborative: It engages both teachers and students in the assessment development and
evaluation process.
● Interactive: Assessment encompasses ongoing and iterative dialogues about learning.
● Feedback to feedforward: It provides feedback on current learning to inform what is needed
to support future learning (Hattie, Timperley 2007) and raises students’ motivation.

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At ISP, we promote the use of a range of assessment tools and strategies that are designed to give a
clear picture of a student’s prior knowledge and progress. Examples of these include anecdotal
records, checklists, portfolios, continuums and rubrics.
Homeroom teachers and specialist teachers will assess each student. In addition, students are
encouraged to self-assess and monitor their progress. Each student will share their assessments,
including self-assessments, with their parents at regular intervals throughout the year.

Conferences and Reports

Parents, teachers and students are all viewed as partners in learning. Progress in learning is reported
in a variety of ways: parent-teacher conferences, three-way conferences, student-led conferences,
and semester reports. Parents are expected to attend all of the conferences. Parents are always
welcome to arrange conferences at school and, likewise, the school may initiate a conference with
parents at any time during the year.
Written reports are published online two times a year to inform parents of their child’s progress in all
subjects. Parents are always encouraged to reach out to the homeroom teacher with any questions or
concerns.

Parent Workshops and Curriculum Newsletters

The beliefs, values and approaches of the PYP can be different compared to the curriculum that many
families are used to. For this reason, ISP believes strongly in communicating both the theory and the
practices of the PYP. In September ISP Primary holds a Meet the Teachers Evening during which
teachers explain the curriculum plans for the upcoming year and answer any questions you have
about the grade and how it works.
Parent workshops are also organised throughout the year for parents to attend and learn more about
the program. We do hope that you will come to parent workshops and take the time to read the
regular Parent Curriculum Newsletters that can be found in the Parent Portal
(https://www.isparis.edu/welcome-to-parent-portal) to stay informed about the PYP.

Learning Support
At ISP, we work towards closing learning gaps and supporting students with mild learning variances.
Learning support staff work alongside homeroom teachers to plan for, help remediate, and
differentiate for identified students. Students with significant, identified learning gaps will spend time
in pull-out sessions with the learning support specialist to work on these, as well as receive in-class
support from the learning support specialist. Students who receive this type of support are issued a
written report to inform parents of their progress. Identified students who need extra practice in

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some basic skills may spend some time with the learning support specialist (dependent on
availability) closing these learning gaps in class; this practice is exceptional and is regularly reviewed.
Learning support staff are always happy to discuss students’ individual needs with parents by
appointment. External referrals may be recommended to explore further clarification on students'
learning variances when necessary.

Academic Integrity
Academic integrity at the Primary School means that students engage in the inquiry process as
principled learners and critical thinkers who respect the ideas of others. Students will develop an
understanding of what academic honesty is and why it is important to be academically honest.
Students will learn:
● the importance of considering different sources to explore a range of perspectives;
● the use of keywords to research efficiently;
● how to highlight, take notes, paraphrase and summarise;
● how to think critically about the validity of sources;
● how to give credit to whom and where their ideas come from by citing sources, including
inspirations;
● how to write a bibliography using the agreed conventions (including the title of the source,
the author, the publication date, the publisher and the website if relevant);
● how to reflect on the learning process and consider what was learned from different
contexts;
● to identify primary and secondary sources;
● the difference between facts and opinions;
● what constitutes plagiarism.

We will model and foster:

● appreciation for their own work and the work of others;

● respect for different ideas;
● integrity through honesty;
● commitment to learning by showing self-discipline;
● independence in their work and thinking.

Ultimately, we aim for the students to take action for themselves by applying their understanding,
knowledge, skills and attitudes to take the initiative in being academically honest, and to take pride in
their own accomplishments.
ISP reserves the right to use anonymised student work for its educational purposes. However, a
student has the right to retain full permission of his/her work (in accordance with the International
Baccalaureate Organisation) and withdraw the work at any point.

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Home Learning
We believe at ISP in Primary School that learning should be based on the student’s interest, and
connect to and build on what is happening in the classroom. Therefore, we offer authentic inquiry
and play-based age appropriate home learning experiences alongside targeted individual learning
exercises that support students who may need additional consolidation of skills and concepts.

The Grade 5 Exhibition

At ISP, students in their final year of the PYP (Grade 5) participate in the Exhibition that represents a
significant event in the life of a PYP school and student, synthesising the essential elements of the PYP
and sharing them with the whole school community. As a culminating experience it is an opportunity
for students to exhibit the attributes of the International Baccalaureate (IB) learner profile that have
been developing throughout their engagement with the PYP.
Parents and students from ISP are invited to attend the Grade 5 Exhibition. We expect at least one
parent or guardian for each Grade 5 student to attend the Exhibition.

Language and Technology

English Language
Language is fundamental to learning, thinking and communicating. Structured, purposeful inquiry is
the main approach to teaching and learning language in the PYP, although other teaching strategies
and styles may also be used. Language is developed across the whole curriculum and, as a result, all
teachers at ISP are language teachers, who model and teach the use of language. Learning takes place
in authentic contexts, and literature plays a special role in enabling this to happen.
Students learn language when they are using it through speaking, listening, reading and writing in
order to understand and express ideas. Teachers provide opportunities for this to happen in a safe
and stimulating environment in order to encourage risk-taking and learning.
Our aim is to develop students’ ability to express themselves fluently, confidently and accurately in
oral, written and visual communication systems.
Language strands
● Oral communication: listening and speaking.
● Written communication: reading and writing.
● Visual communication: viewing and presenting.

French Language
Students also learn French from Nursery to Grade 5. Nursery and Pre-K students receive French in an
inclusion model in their homerooms. Students from Kindergarten to Grade 5 are grouped according
to their prior experience and knowledge of the French language. At each grade level, there are
differentiated groups based on the number of students in the grade level and their knowledge of
French. These groups range from complete beginners to French mother tongue.

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English as an Additional Language (EAL)

At the International School of Paris, we welcome students from around the world. Our students join
us with diverse cultural identities and language profiles. The English as an Additional Language (EAL)
department seeks to assist students in integrating into an English-speaking environment so that they
feel comfortable at our school. EAL teachers work alongside homeroom teachers to plan, teach and
assess students’ understanding of our curriculum as they work through English language acquisition
levels. In order to enable students’ confidence, skills and knowledge, EAL teachers instruct students in
fundamental English skills in differentiated language lessons. Students who are new to English work
through the Initiation to English unit of inquiry in small groups with the EAL teacher for the first six
weeks of school.
As students begin their English language learning process, we recognize that each one of them comes
to us with a wealth of knowledge and skills. We encourage students to use their home language(s) to
develop English skills by using their own language(s) when appropriate. Students who are new to
English are supported to understand the curriculum with specific scaffolding strategies targeted at
English-language learners.
In the early stages of learning a language, learners may go through what is called “the silent period.”
We respect this. As students begin to speak in English, we celebrate their courage. In the process of
learning English, students will make mistakes. We recognize that making mistakes is an essential part
of learning needed to develop language skills.
At ISP, we use literature from around the world to embrace the student body’s multiculturalism.
English learning strategies and scaffolding incorporate the various genres of literature and connect to
the current unit of inquiry studied in the homeroom at that time.

EAL Reporting
EAL teachers formally report on our multilingual students' language acquisition level using the
Primary School's English Additional Language continuum. The reports include observations and
describe the students’ abilities within levels one through four of the four language strands addressed
in the continuum. In addition, EAL teachers attend parent-teacher conferences and three-way
conferences.

Home Languages
Why Study the Home Language? Maintenance of students' home languages is extremely important.
Many studies show that students who continue to develop their home languages while learning a
new language benefit academically, socially and emotionally.

The PYP strongly recommends maintenance of the home languages for all students and so at ISP
Primary School, we facilitate this by being the liaison between the home language teachers and
students; and by providing appropriate spaces for the classes.

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Information and Communication Technology (ICT)

In the PYP, the ever-increasing impact of Information and Communication Technologies (ICT) on
teaching and learning is recognized. The use of technologies is integrated as much as possible into
student inquiries.
ICT provides opportunities for the enhancement of learning, and may significantly support students in
their inquiries, and in developing their conceptual understanding. At ISP, technology is considered a
tool for learning, albeit with its own set of skills, as opposed to an additional subject area.
Use of ICT
The following six ICT skills are relevant to all learners. Each skill is transdisciplinary and will support
learning both within the transdisciplinary program of inquiry and within the subject areas:

Investigating Investigating is to carry out a purposeful inquiry or research, to test

existing understanding, discover new information and create new
understanding. Through investigation, learners critically evaluate a
variety of sources, making connections and synthesising findings to
apply knowledge to real-life contexts.

Creating Creating is a process through which learners are provided with an

opportunity to innovate and test boundaries. Learners construct
meaning, apply critical thinking and original ideas to real-world
situations, and share knowledge through self-expression,
problem-posing and problem-solving, and reflection.

Communicating Communicating is the exchange of information with various audiences

using a range of media and formats. Effective communicators contribute
to cross-cultural understanding, make informed choices when deciding
on tools to articulate meaning, and provide relevant, significant
feedback to others.

Collaborating Collaborating is the process through which learners validate and

negotiate ideas and reach a deeper understanding and a global
perspective. Learners are empowered through digital media and
environments and through active participation in creating and sharing
knowledge.

Organising Organising is the ability to structure or arrange connected items.

Learners understand that ICT systems can be used to inform, adapt,
manage, and problem-solve during their creative, communicative,
collaborative and investigative processes. Learners make connections,
transfer existing knowledge and independently explore new
technologies.

Becoming a responsible Becoming a responsible digital citizen involves using ICT to make
digital citizen informed and ethical choices while acting with integrity and honesty. In
a globally connected digital world, learners are empowered to be
responsible for their actions, to value others’ rights and to practise safe
and legal behaviours.

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Library
The library is viewed as the hub of a PYP school, in which students develop essential information and
literacy skills by accessing a range of media and texts.
Students will visit the library on a scheduled basis with their class once a week. All students will
borrow books to take home during this time. Parents and students are welcome to visit the library at
other times when the librarian is present.
An ISP Book Bag will be issued to students at the beginning of the year. This needs to be returned to
the school at the end of the year.
It is important that students return their borrowed books the following library session. A replacement
fee will be charged for any lost or damaged books or bags.

ISP 2024-25 Programme of Inquiry

The programme of inquiry is reviewed regularly and this includes the potential of changing the order
of units and their focus. Below is an example of how the Programme of Inquiry looked in 2022-2023;
there may be revisions once pedagogical staff have reviewed at the start of the 2023-2024 academic
year. This will be communicated to parents once confirmed in the curriculum information letters sent
to inform parents about each unit during the course of the school year.

International School of Paris Programme of Inquiry (Example)

Early Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Learners

Who we are Central Idea: Central Idea: Central Idea: Central Idea: Central Idea: Central Central Idea:
Our Play and Interacting Developing Conscious Idea:: As we grow,
relationships curiosity help with others our actions can Recognizing we experience
help us to us to learn helps me to self-awareness help us similarities changes.
learn about more about know more can enable us maintain our and
ourselves and ourselves, about myself to understand overall health. differences
others. others and the and build our motivation impacts how
world around relationships. to learn. we participate
us. in
communities.

Where we Central Idea: Central Idea: Central Idea: Central Idea: Central Idea: Central idea:
are in place Different Different tools Stories and Evidence Historical People
and time journeys help and strategies artefacts helps us events have migrate for
us to learn help us connect us to document the shaped our different
about our navigate our the past. difference perspective of reasons.
world. surroundings. between then the present
and now. and future

How we Central Idea: Central Idea: Central Idea: Central Idea: Central Idea: Central Idea: Central Idea:
express Through Using our Interactions An effective The power of A creative We
ourselves storytelling, imagination with arts can performance words and process can be communicate
we can we can lead to involves images can used to in a variety of
explore our express our different collaboration affect our generate and ways to share
creativity. ideas interpretations and regular thoughts and develop ideas. our
creatively. and spark reflection. feelings. understanding
creativity. of the world.

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How the Central Idea: Central Idea: Central Idea: Central Idea: Central Idea: Central Idea:
world works The choices Scientists Through play, Body systems Humans and The scientific
we make in investigate we research work together the earth are process
the design different the world to help us affected by enhances our
process affect forces and around us. function. natural understanding
the structures how they phenomena. about the
we build. work. world.

How we Central Idea: Central Idea: Central Idea: Central Idea: Central Idea: Central Idea:
organize The way we People rely on The choices Organisation Scientific Understanding
ourselves organise each other for we make and allows people discoveries organisational
ourselves systems to different to come impact structures
impacts our work. factors together to decisions allows
community. contribute to share culture. about the way individuals
how we live. and groups to
successful an function
event is. effectively.

Sharing the Central Idea: Central Idea: Central Idea: Central Idea: Central Idea: Central idea:
planet Paying close The balance of Our choices Our decisions Human Climate
attention to an ecosystem affect the can influence behaviour can change
nature helps us is essential for sustainability equal create, prevent impacts life
to understand living things of the Earth’s opportunities. or resolve and the
the impact of to survive. resources. conflict environment.
our actions.

Descriptions of Subject Areas and their Strands

English Language
Language is a complex web of connections that transcends the artificial separations of subjects. When
the three aspects of learning language, learning about language and learning through language,
operate together in a relevant context, they provide the most supportive learning environment for
language learners.
At ISP we develop students’ use of language, appreciation of language, awareness of the nature of
language, of the many influences on language, and of the variety in and between languages and
dialects. Students recognize the transdisciplinary nature of language—they use language within and
across the subjects and in a way that transcends them, both inside and outside the classroom. They
should be encouraged to recognize that competency in language—and in more than one language—is
a valuable life skill, a powerful tool both in societal communication and as a means of personal
reflection. Furthermore, learning that language and literature are creative processes encourages the
development of imagination and creativity through self-expression.

What do we want students to know?

The PYP has identified three strands—oral language, visual language, written language—that are
learned across and throughout the curriculum, with each strand being an integral component of

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language learning. Each strand has been considered from both the receptive aspect—receiving and
constructing meaning, and expressive aspect—creating and sharing meaning. While the receptive and
expressive aspects are clearly reciprocal, the processes involved in receiving and constructing
meaning are different from those involved in creating and sharing meaning. The learner’s ability to
understand language and use it effectively varies in different situations and from one individual to
another. For this reason, it is important to distinguish between these two modes of learning and the
demonstrated proficiencies associated with them. For example, a learner may listen attentively and
reveal understanding through written or visual representations, but may require support to
communicate ideas orally in the classroom.
The acknowledgement of both the receptive and expressive aspects of the language strands serves to
ensure that teachers will be aware of the need to provide a balanced programme. Opportunities to
listen and receive ideas and information in oral form should be balanced with opportunities to
express ideas orally. In visual language, learners will view and interpret other people’s work and
create and share their own presentations. The interwoven receptive and expressive aspects of the
oral and visual strands are represented in one continuum for each strand. In written language,
learners will experience reciprocal gains as they develop skills and understanding in reading and
writing. The strands of oral, visual and written language have been described separately, and are
represented by four continuums: listening and speaking; viewing and presenting; reading; writing.

Oral language—listening and speaking

Listening and speaking are natural, developmental processes that infants and young children are
immersed in from their earliest experiences. Almost all children arrive at school with an impressive
command of their home and family languages. However, the expectations and approach to language
development in school is often very different from the successful learning environment the child has
previously experienced. In the transition from home to school, or from one school to another, it is
important to acknowledge the language profile of the individual and build on previous learning in
ways that are positive and productive.

Oral language encompasses all aspects of listening and speaking—skills that are essential for ongoing
language development, for learning and for relating to others. Listening (the receptive mode) and
speaking (the expressive mode) work together in a transactional process between listeners and
speakers.

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Visual language—viewing and presenting

Viewing and presenting are fundamental processes that are historically and universally powerful and
significant. The receptive processes (viewing) and expressive processes (presenting) are connected
and allow for reciprocal growth in understanding; neither process has meaning except in relation to
the other. It is important to provide a balanced programme with opportunities for students to
experience both viewing and presenting. These processes involve interpreting, using and constructing
visuals and multimedia in a variety of situations and for a range of purposes and audiences. They
allow students to understand the ways in which images and language interact to convey ideas, values
and beliefs. Visual texts may be paper, electronic or live, observable forms of communication that are
consciously constructed to convey meaning and immediately engage viewers, allowing them instant
access to data. Examples of visual texts are: advertisements, brochures, computer games and
programs, websites, movies, posters, signs, logos, flags, maps, charts, graphs, diagrams, illustrations,
graphic organisers, cartoons and comics. Learning to interpret this data, and to understand and use
different media, are invaluable life skills.

Written language—reading
Reading is a developmental process that involves constructing meaning from text. The process is
interactive and involves the reader’s purpose for reading, the reader’s prior knowledge and
experience, and the text itself. It begins to happen when the young learner realises that print conveys
meaning and becomes concerned with trying to make sense of the marks on the page. The most
significant contribution parents and teachers can make to success in reading is to provide a
captivating range of picture books and other illustrated materials to share with beginning readers.
Enthusiasm and curiosity are essential ingredients in promoting the desire to read. Children of all ages
need to experience and enjoy a wide variety of interesting, informative, intriguing and creative
reading materials.
Reading helps us to clarify our ideas, feelings, thoughts and opinions. Literature offers us a means of
understanding ourselves and others, and has the power to influence and structure thinking.
Well-written fiction provides opportunities for learners to imagine themselves in another’s situation,
reflecting on feelings and actions, and developing empathy. The ability to read and comprehend
nonfiction is essential for the process of inquiry. As inquirers, learners need to be able to identify,
synthesise and apply useful and relevant information from text. Teachers should provide a balance
between fiction and non-fiction, to meet the range of learning needs and interests of their students.
Children learn to read by reading. In order to develop lifelong reading habits, learners need to have
extended periods of time to read for pleasure, interest, and information, experiencing an extensive
range of quality fiction and non-fiction texts. As learners engage with interesting and appealing texts,
appropriate to their experiences and developmental phase, they acquire the skills, strategies and
conceptual understanding necessary to become competent, motivated, independent readers.

Written language—writing
Writing is a way of expressing ourselves. It is a personal act that grows and develops with the
individual. From the earliest lines and marks of young learners to the expression of mature writers, it
allows us to organise and communicate thoughts, ideas and information in a visible and tangible way.
Writing is primarily concerned with communicating meaning and intention. When children are
encouraged to express themselves and reveal their own “voice”, writing is a genuine expression of the
individual. The quality of expression lies in the authenticity of the message and the desire to
communicate. If the writer has shared his or her message in such a way that others can appreciate it,
the writer’s intention has been achieved. Over time, writing involves developing a variety of

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structures, strategies and literary techniques (spelling, grammar, plot, character, punctuation, voice)
and applying them with increasing skill and effectiveness. However, the writer’s ability to
communicate his or her intention and share meaning takes precedence over accuracy and the
application of skills. Accuracy and skills grow out of the process of producing meaningful
communication.

Children learn to write by writing. Acquiring a set of isolated skills will not turn them into writers. It is
only in the process of sharing their ideas in written form that skills are developed, applied and refined
to produce increasingly effective written communication.

Mathematics
The mathematics component of the curriculum of the PYP encompasses measurement, shape and
number, and their many applications to students’ everyday lives. Mathematics provides opportunities
for students to engage in investigations into measurement, shape and number, and allows them to
communicate in a language that is concise and unambiguous. Mathematics concepts and skills can
also be applied to solve a variety of real-life problems. Students apply their mathematical reasoning
to a number of situations in order to find an appropriate answer to the problems they wish to solve.
In the PYP, the mathematics component of the curriculum should be driven by concepts and skills
rather than by content. The specified concepts are inevitably influential in driving the curriculum, but
there are many other related mathematics concepts that provide further understanding of the
subject.
Mathematics scope and sequence identifies the expectations considered appropriate in the PYP.
Within each of these interconnected strands, there should be a balance between the acquisition of
knowledge and skills and the development of conceptual understanding. The mathematics knowledge
component is arranged into five strands: data handling, measurement, shape and space, pattern and
function and number.

In the pattern and function and number strands, students and teachers inquire into number systems
and their operations, patterns and functions. They become fluent users of the language of
mathematics as they learn to understand its meanings, symbols and conventions.

Data handling, measurement and shape and space are the areas of mathematics that other
disciplines use to research, describe, represent and understand aspects of their domain. Mathematics
provides the models, systems and processes for handling data, making and comparing measurements,
and solving spatial problems. These three strands are, therefore, best studied in authentic contexts
provided by the transdisciplinary units of inquiry.

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What do we want students to know?

Data handling Data handling allows us to make a summary of what we know about the world
and to make inferences about what we do not know.

Data can be collected, organised, represented and summarised in a variety of

ways to highlight similarities, differences and trends; the chosen format should
illustrate the information without bias or distortion.

Probability can be expressed qualitatively by using terms such as “unlikely”,

“certain” or “impossible”. It can be expressed quantitatively on a numerical
scale.

Measurement To measure is to attach a number to a quantity using a chosen unit. Since the
attributes being measured are continuous, ways must be found to deal with
quantities that fall between numbers. It is important to know how accurate a
measurement needs to be or can ever be.

Shape and space The regions, paths and boundaries of natural space can be described by shape.
An understanding of the interrelationships of shape allows us to interpret,
understand and appreciate our two-dimensional (2D) and three-dimensional
(3D) world.

Pattern and To identify pattern is to begin to understand how mathematics applies to the
function world in which we live. The repetitive features of patterns can be identified
and described as generalised rules called “functions”. This builds a foundation
for the later study of algebra

Number Our number system is a language for describing quantities and the
relationships between quantities. For example, the value attributed to a digit
depends on its place within a base system.

Numbers are used to interpret information, make decisions and solve

problems. For example, the operations of addition, subtraction, multiplication
and division are related to one another and are used to process information in
order to solve problems. The degree of precision needed in calculating
depends on how the result will be used.

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Science
The science area of the PYP encompasses science and its applications. In the PYP, the science
component of the curriculum should be driven by concepts and skills rather than by content. The
specified concepts are inevitably influential in driving the curriculum, but there are many other
related science concepts that provide further understanding of the subject.

Science Strands:

Living things The study of the characteristics, systems and behaviours of humans and other
animals, and of plants; the interactions and relationships between and among
them, and with their environment.

Related concepts: adaptation, animals, biodiversity, biology, classification,

conservation, ecosystems, evolution, genetics, growth, habitat, homeostasis,
organism, plants, systems (digestive, nervous, reproductive, respiratory).

Earth and The study of planet Earth and its position in the universe, particularly its
space relationship with the sun; the natural phenomena and systems that shape the
planet and the distinctive features that identify it; the infinite and finite resources
of the planet.

Related concepts: atmosphere, climate, erosion, evidence, geography, geology,

gravity, renewable and non-renewable energy sources, resources, seasons, space,
sustainability, systems (solar, water cycle, weather), tectonic plate movement,
theory of origin.

Materials and The study of the properties, behaviours and uses of materials, both natural and
matter human-made; the origins of human-made materials and how they are
manipulated to suit a purpose.

Related concepts: changes of state, chemical and physical changes, conduction

and convection, density, gases, liquids, properties and uses of materials, solids,
structures, sustainability

Forces and The study of energy, its origins, storage and transfer, and the work it can do; the
energy study of forces; the application of scientific understanding through inventions and
machines.

Related concepts: conservation of energy, efficiency, equilibrium, forms of energy

(electricity, heat, kinetic, light, potential, sound), magnetism, mechanics, physics,
pollution, power, technological advances, transformation of energy

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Social Studies
In the PYP, social studies is essentially about people: how they think, feel and act; how they interact
with others; their beliefs, aspirations and pleasures; the problems they have to face; how and where
they live (or lived); how they interact with their environment; the work they do; and how they
organise themselves.

Social studies strands:

Human systems The study of how and why people construct organisations and systems; the
and economic ways in which people connect locally and globally; the distribution of power
activities and authority.

Related concepts: communications, conflict, cooperation, education,

employment, freedom, governments, justice, legislation, production,
transportation, truth.

Social organisation The study of people, communities, cultures and societies; the ways in which
and culture individuals, groups and societies interact with each other.

Related concepts: artefacts, authority, citizenship, communication, conflict,

diversity, family, identity, networks, prejudice, religion, rights, roles,
traditions.

Continuity and The study of the relationships between people and events through time; the
change through past, its influences on the present and its implications for the future; people
time who have shaped the future through their actions.

Related concepts: chronology, civilizations, conflict, discovery, exploration,

history, innovation, migration, progress, revolution

Human and The study of the distinctive features that give a place its identity; how people
natural adapt to and alter their environment; how people experience and represent
environments place; the impact of natural disasters on people and the built environment.

Related concepts: amenities, borders (natural, social and political),

dependence, geography, impact, landscape, locality, ownership, population,
regions, settlements

Resources and the The interaction between people and the environment; the study of how
environment humans allocate and manage resources; the positive and negative effects of
this management; the impact of scientific and technological developments
on the environment.

Related concepts: conservation, consumption, distribution, ecology, energy,

interdependence, pollution, poverty, sustainability, wealth.

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Arts
Arts are built into the curriculum as essential areas of learning. Students are required to engage in a
range of performing arts (dance, drama, music) and visual arts experiences. Please note that specific
arts teachers are not necessarily required, although some teachers may have specific responsibilities
in the arts. Issues related to school size, organisation and staffing will determine the structuring of
arts components of the programme.

Two common strands—creating and responding—have been identified that apply across the different
art forms and define the critical artistic processes. These intrinsically connected strands are
concept-driven and have been designed to interact with each other, working together to support the
overall development of the students. Between each of these interconnected strands, there should be
a balance between the acquisition of knowledge and skills, and the development of conceptual
understanding. Students should be made aware of the inevitable links to other areas of the
curriculum in order to understand the interconnected nature of the subjects, with one another and
with the transdisciplinary themes.

Art strands:

Responding The process of responding provides students with opportunities to respond to their
own and other artists’ works and processes, and in so doing develop the skills of
critical analysis, interpretation, evaluation, reflection and communication. Students
will demonstrate knowledge and understanding of the concepts, methods and
elements of dance, drama, music and visual arts, including using specialised
language. Students consider their own and other artists’ works in context and from
different perspectives in order to construct meaning and inform their own future
works and processes.

The responding strand is not simply about reflecting; responding may include
creative acts and encompasses presenting, sharing and communicating one’s own
understanding. By responding to their own artwork and that of others, students
become more mindful of their own artistic development and the role that arts play
in the world around them.

Creating The process of creating provides students with opportunities to communicate

distinctive forms of meaning, develop their technical skills, take creative risks, solve
problems and visualise consequences. Students are encouraged to draw on their
imagination, experiences and knowledge of materials and processes as starting
points for creative exploration. They can make connections between their work and
that of other artists to inform their thinking and to provide inspiration. Both
independently and collaboratively, students participate in creative processes
through which they can communicate ideas and express feelings.

The creating strand provides opportunities for students to explore their personal
interests, beliefs and values and to engage in a personal artistic journey

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Physical Education
At ISP we focus on 3 strands within physical education: active living, interactions and movement skills.

Active living:
An understanding of the factors that contribute to developing and maintaining a balanced, healthy
lifestyle; the importance of regular physical activity; the body’s response to exercise; the importance
of developing basic motor skills; understanding and developing the body’s potential for movement
and expression; the importance of nutrition; understanding the causes and possible prevention of ill
health; the promotion of safety; rights and the responsibilities we have to ourselves and others to
promote wellbeing; making informed choices and evaluating consequences, and taking action for
healthy living now and in the future.
Regular exposure to all kinds of physical learning experiences will enable students to make informed
choices throughout their lives. A balanced curriculum includes the following types of experiences.
● Individual pursuits: The development of basic motor skills and the body’s capacity for
movement through locomotor and manipulative skills and/or experiences; the techniques,
rules and purpose of a range of athletic activities (for example, track and field, swimming,
skating, skiing); recognizing a high level of achievement and how to improve performance.
● Movement composition: Recognizing that movements can be linked together and refined to
create a sequence of aesthetic movements. Movements can be in response to stimuli or
performance elements and/or criteria and can communicate feelings, emotions and ideas (for
example, gymnastics, dance, martial arts).
● Games: Recognizing the challenges presented by games; the importance of manipulating
space; the categorising of games; identifying and developing appropriate skills and strategies;
recognizing the importance of rules and how they define the nature of a game; modifying
existing games and creating new games; teamwork.
● Adventure challenges: A variety of tasks requiring the use of physical and critical-thinking
skills by individuals and/or groups; challenges that require groups to work together
collaboratively in order to solve problems and accomplish a common goal; recognizing the
role of the individual in group problem solving.
● Health-related fitness: Recognizing and appreciating the importance of maintaining a healthy
lifestyle; the body’s response to exercise including the interaction of body systems and the
development of physical fitness.

Personal and Social Education (PSE)

Identity
An understanding of our own beliefs, values, attitudes, experiences and feelings and how they shape
us; the impact of cultural influences; the recognition of strengths, limitations and challenges as well
as the ability to cope successfully with situations of change and adversity; how the learner’s concept
of self and feelings of self-worth affect his or her approach to learning and how he or she interacts
with others.

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Interactions
An understanding of how an individual interacts with other people, other living things and the wider
world; behaviours, rights and responsibilities of individuals in their relationships with others,
communities, society and the world around them; the awareness and understanding of similarities
and differences; an appreciation of the environment and an understanding of, and commitment to,
humankind’s responsibility as custodians of the Earth for future generations.
All curriculum areas provide an opportunity to utilise the approaches to learning. The PSE component
of the curriculum also provides opportunities for students to:
● reflect on the development of his/her own personal, social and physical wellbeing;
● develop and apply strategies to help manage situations of change and adversity;
● work towards achieving personal goals;
● master new skills and techniques in a variety of physical activities;
● develop strategies to improve individual and team performance in physical activities;
● understand the factors that contribute to a healthy lifestyle;
● use cooperative behaviours in order to function as part of a group or team;
● reflect on interactions with other people, other living things and the wider world;
● appreciate the interdependent relationships between humans, other living things and the
environment.

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 Primary School
96 bis rue du Ranelagh
75016 Paris, France
Tel: 01 42 24 43 40

Middle School
45 rue Cortambert
75116 Paris, France

High School
and Main Reception
6 rue Beethoven
75016 Paris, France

Tel: 01 81 70 44 10