The challenges of the Primary Years Programme in practice

In today’s society, it is of utmost importance that we, as educators, embed the key notions of inquiry-based learning, international mindedness, a celebration of diversity and difference, building a partnership in learning with each individual child and ensuring that children to be able to create meaning from their learning experiences (Diaz & Robinson, 2009). The basis of this discussion is to gain a more thorough understanding of the International Baccalaureate: Primary Years Programme (PYP) from a perspective derived outside of theoretical statements

The way this discussion has been conducted was through involving participants of the education sector, abroad, and questioning their views in relation to the key notions of the International Baccalaureate in practice. The interview was conducted with Katie Shortall (pseudonym), a coordinator of curriculum development in the PYP.

The notions which are prevalent throughout each of the International Baccalaureates (IB) program’s are, international mindedness and an image of children as global citizens, the Learner Profile, inquiry-based learning, the five essential elements, and the issues and challenges educators face when implementing the theoretical perspectives of each of these elements into the cycle of classroom life, have been considered throughout this reflective discussion. Yet, a controversy is weaved throughout, with my own reservations questioning the practical elements of implementing this framework.