Lloyd Street School was authorised as an International Baccalaureate, Primary Years Programme, school in 2007. The Primary Years Programme (PYP) is a curriculum framework for international primary education.
In the PYP, a balance is sought between the acquisition of essential knowledge and skills, the development of conceptual understandings, the demonstration of positive attitudes, and the taking of responsible action.
In terms of achieving this balance, the five essential elements of the written curriculum are emphasized.
Knowledge - Significant, relevant content that we wish the students to explore and know about, taking into consideration their prior experience and understanding.
Concepts- Powerful ideas that have relevance within the subject areas but also transcend them and that students must explore and re-explore in order to develop a coherent, in-depth understanding.
Skills - Those capabilities that the students need to demonstrate to succeed in a changing, challenging world, which may be disciplinary or transdisciplinary in nature.
Attitudes - Dispositions that are expressions of fundamental values, beliefs and feelings about learning, the environment and people.
Action - Demonstrations of deeper learning in responsible behaviour through responsible action; a manifestation in practice of the other essential elements.
The PYP is academically rigorous and transdisciplinary in nature, with all students completing six inquiries per year. This includes one inquiry addressing each PYP transdisplinary theme.
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 time
An inquiry into orientation in place and time; personal histories; 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
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 organizations; 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.
The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB learners strive to demonstrate the attributes of the Learner Profile.
IB Learner Profile
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
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 exercise initiative in applying thinking skills critically and creatively to
recognize and approach complex problems, and make reasoned, ethical
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 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
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 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 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 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.