What Is the PYP? A Clear Guide to Its Key Features, Six Transdisciplinary Themes, and Approach to Learning

Many parents may have encountered the term “PYP” at an international school information session or in school materials. The PYP is the International Baccalaureate’s primary education programme, designed to help children around the world learn through inquiry.

However, families may still have questions such as, “What do students actually do in class?” and “Is the PYP the right fit for my child?”

This article explains the definition of the PYP, the age group it serves, its six transdisciplinary themes, and how learning is structured. It also introduces important factors and considerations for families choosing a PYP school.

What is the PYP (Primary Years Programme)?

This section provides an overview of the PYP, the background to its development, and its role within the wider IB educational framework.

Definition of the PYP and Its Age Range

PYP stands for the Primary Years Programme, one of the educational programmes offered by the International Baccalaureate, or IB.

Of the four IB programmes, the PYP is designed for the youngest learners and serves children from approximately three to twelve years of age.

One of the defining features of the PYP is its focus on developing the whole child, both intellectually and physically. Rather than relying on the memorization of information, the PYP begins with children’s natural curiosity and encourages them to explore questions such as, “Why does this happen?” and “What else can I discover?”

This process of inquiry lies at the heart of the PYP.

The Background and Purpose of the PYP

The IB was established in 1968 with the introduction of the Diploma Programme, or DP. It later introduced the Middle Years Programme, or MYP, in 1994 and the Primary Years Programme in 1997.

The PYP was developed from the belief that the IB’s goal of creating a more peaceful and internationally minded world should begin not only during the secondary school years but from early childhood.

Through inquiry-based learning, children experience the process of formulating their own questions, conducting research, reflecting on their findings, and taking meaningful action.

The Role of the PYP Within the 4 IB Programmes

The IB offers four programmes for different age groups.

Program	Target Age	Overview
PYP (Primary Years Programme)	Ages 3–10	Inquiry-based primary education
MYP (Middle Years Programme)	Ages 11–15	Cross-curricular middle education
DP (Diploma Programme)	Ages 16–17	Aims for an international university admission qualification
CP (Career-related Programme)	Ages 16–18	Practical education emphasizing vocational skills

As the first stage of the IB educational pathway, the PYP builds the foundation for the inquiry-based learning that continues through the MYP, DP, and CP.

For a broader explanation of the IB and its programmes, please refer to the following article.

The 3 Foundations of the PYP: Transdisciplinary Themes, Key Concepts, and ATL Skills

The PYP focuses not only on what children learn but also on how they think and how they learn.

This section introduces three essential elements of the PYP: the transdisciplinary themes, key concepts, and Approaches to Learning skills.

6 Transdisciplinary Themes at the Heart of Learning

The PYP curriculum includes subject areas such as language, mathematics, science, social studies, the arts, and physical education. However, these subjects are not always taught separately.

Instead, learning is organized around six transdisciplinary themes that allow children to explore important ideas across traditional subject boundaries.

The six globally shared themes established by the IB are as follows:

Theme

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

Students in the primary years generally explore all six themes during each school year. Children in the early years typically engage with at least four of the themes annually.

Developing Conceptual Thinking Through Key Concepts

In the PYP, ways of looking at and thinking about things that can be utilized regardless of grade level or subject are called In the PYP, broad ways of thinking that can be applied across different subjects and grade levels are known as Key Concepts. These concepts provide different perspectives from which students can approach an inquiry.

The 7 Key Concepts are:

• Form: What is it like?
• Function: How does it work?
• Causation: Why is it as it is?
• Change: How is it transforming?
• Connection: How is it linked to other things?
• Perspective: What are the different points of view?
• Responsibility: What are our obligations?

For example, during an inquiry into homes, students might explore the functions a home provides, why homes differ between regions, and how homes have changed over time.

By connecting these questions with learning in different subject areas, children begin to move between concrete examples and abstract ideas. This helps them look beyond surface-level information and develop a deeper understanding of the concepts behind what they are learning.

Learning How to Learn Through ATL Skills

The PYP uses the term Approaches to Learning, or ATL, to describe transferable skills that can be applied across subjects and throughout a student’s life.

ATL skills are organized into 5categories:

• Thinking skills: Critical thinking, creative thinking, and reflection
• Communication skills: Reading, writing, speaking, listening, and presenting
• Research skills: Gathering, organizing, interpreting, and evaluating information
• Self-management skills: Planning, organization, concentration, and emotional regulation
• Social skills: Cooperation, empathy, relationship-building, and conflict resolution

ATL skills are treated as practical tools that children consciously use during everyday learning.

The aim is not simply to memorize a particular body of knowledge but to understand how to learn effectively. These skills reflect the IB philosophy of helping students become lifelong learners who continue to explore, reflect, and grow throughout their lives.

How Learning Is Structured in the PYP: Units of Inquiry and the PYP Exhibition

Inquiry-based learning is at the center of the PYP curriculum. Children are encouraged to formulate questions, conduct research, think critically, and take action based on what they have learned.

This section explains how PYP learning is organized and how student progress is assessed.

How a Unit of Inquiry Works

A central element of PYP learning is the Unit of Inquiry, commonly referred to as a UOI.

Each Unit of Inquiry is connected to one of the six transdisciplinary themes and is organized around a Central Idea established for the relevant age group.

A Central Idea is a broad and enduring conceptual statement, such as:

• “Living things change as they adapt to their environments.”
• “Communities function when people take on different roles.”

Children explore these broad ideas through specific topics, activities, questions, and real-world examples. Learning is connected across several subject areas, allowing students to understand an issue from multiple perspectives.

The PYP Exhibition: A Culminating Learning Experience

The PYP Exhibition is a culminating project completed during the final year of the programme, which is commonly Grade 5 or the equivalent of the final years of Japanese elementary school.

Students spend several weeks or months conducting an in-depth inquiry into a topic they have selected. They then share their findings with parents, classmates, and members of the wider community through presentations, displays, or other forms of communication.

The Exhibition is more than a presentation event. It gives students an opportunity to bring together the inquiry, communication, self-management, collaboration, and research skills they have developed throughout the PYP.

It also encourages students to connect their learning with meaningful action in their school, community, or wider society.

For parents, the PYP Exhibition offers a valuable opportunity to see how their child’s thinking, confidence, independence, and communication skills have developed over the course of the programme.

Assessment in the PYP: A Multifaceted Approach Beyond Test Scores

Assessment in the PYP does not depend solely on written tests or numerical scores.

Teachers use a range of approaches, including monitoring, documenting, measuring, and reporting, to develop a fuller understanding of each student’s progress.

Monitoring involves observing how students participate, think, communicate, and apply skills during learning.

Documenting may include learning portfolios, written work, photographs, videos, presentations, and records of classroom discussions.

Measuring involves identifying progress against clear learning goals and success criteria.

Reporting communicates progress to students and families through conferences, written reports, portfolios, and other forms of feedback.

This multifaceted approach places importance not only on the final result but also on the learning process, the development of skills, and the student’s ability to reflect and improve.

Skills and Qualities Children Develop Through the PYP

The PYP is designed to develop more than academic knowledge.

This section introduces some of the key abilities, attitudes, and personal qualities that children build through the programme.

The IB Learner Profile and Personal Development

Alongside academic knowledge and skills, the PYP emphasizes the development of the ten attributes of the IB Learner Profile.

Learner Profile

Inquirers

Knowledgeable

Thinkers

Communicators

Principled

Open-minded

Caring

Risk-takers

Balanced

Reflective

These attributes are integrated into everyday lessons, activities, classroom discussions, and relationships.

Rather than being taught only as abstract ideals, they become part of the language students and teachers use to think about learning, behavior, responsibility, and personal growth.

Developing Curiosity, Critical Thinking, and the Confidence to Take Action

Parents of children who have completed the PYP often notice changes such as greater curiosity, a stronger willingness to express personal opinions, and increased independence.

The concept of Action is an important part of the PYP. Students are encouraged not only to understand an issue but also to consider how their learning could lead to a meaningful response.

Action may take many forms. A child might change a personal habit, raise awareness of an issue, support a community initiative, or work with classmates to improve something within the school.

Through these experiences, students learn that knowledge can be used to make thoughtful and positive contributions to the world around them.

Important Factors and Considerations When Choosing a PYP School

The PYP offers a distinctive and engaging educational approach. However, the programme is not implemented in exactly the same way or within the same learning environment at every school.

This section introduces important factors to consider when selecting a PYP school and points families should understand before enrollment.

What to Check When Selecting a PYP School

The first point to confirm is whether the school is officially authorized by the IB to offer the Primary Years Programme.

Families should also consider whether the school offers only the PYP or whether it is an IB continuum school that also provides programmes such as the MYP and DP.

When a child is expected to continue with an IB education through middle school and high school, families should consider whether the school provides a continuous IB pathway or whether there are suitable MYP and DP schools available for the next stage of education.

It is also helpful to review how the school interprets and implements the PYP in practice. Factors such as class size, teacher experience, language support, the balance between subject knowledge and inquiry, and communication with parents can significantly influence the student experience.

Points to Consider Before Enrolling in a PYP School

Because PYP learning is inquiry-based and may not always follow a traditional textbook from beginning to end, some parents initially find it difficult to understand exactly what their child is learning.

Regular communication with teachers and careful review of the child’s learning portfolio can help families understand the purpose of each inquiry and recognize how the child’s knowledge and skills are developing.

In Japan, families should also confirm the school’s legal classification, such as whether it is an Article 1 school, a miscellaneous school, or a school operating outside these formal classifications.

Depending on the school’s legal status and the child’s nationality or residency circumstances, enrollment may have implications for the compulsory education requirements applied by local authorities.

Families should confirm the school’s legal classification before enrollment and consult the relevant municipal office when necessary as part of their long-term educational planning.

The PYP at Yoyogi International School

Yoyogi International School is an IB World School officially authorized to offer the Primary Years Programme.

The school provides inquiry-based PYP education in small classes of up to 16 students. This small-class environment allows teachers to understand each child’s learning needs and progress carefully while ensuring that every student has opportunities to contribute and be heard.

At Yoyogi International School, students explore the transdisciplinary themes in English, guided primarily by native-level English-speaking teachers.

Support is also available through the English as an Additional Language, or EAL, programme for children who are still developing confidence in English.

This support enables students to begin their learning journey in a secure and encouraging environment without being defined solely by their level of English at the time of admission.

Families interested in learning more about the PYP at Yoyogi International School are warmly invited to arrange a school visit.

Conclusion

The PYP is the IB’s primary education programme for children from approximately three to twelve years of age.

Built around six transdisciplinary themes, Key Concepts, and Approaches to Learning skills, the programme helps children develop the ability to formulate questions, conduct inquiries, reflect on their findings, and take meaningful action.

Rather than focusing only on test scores, the PYP values the learning process, personal development, and the skills children need to participate confidently in a global society.

When selecting a PYP school, families should consider several factors, including official IB authorization, the school’s legal classification in Japan, its approach to Japanese-language education, language support, and the educational pathways available after the PYP.

Visiting the school is also essential for determining whether its philosophy, learning environment, and community are well suited to the child.

For a broader explanation of the IB and its other programmes, please also refer to the following article: