1. Who We Are: An inquiry into identity as individuals and as part of a collective through: physical, emotional and spiritual health and well-being; relationships and belonging; learning and growing

2. Where We Are in Place and Time: An inquiry into histories and orientation in place, space and time through: periods, events and artifacts; communities, heritage, culture and environment; natural and human drivers of movement, adaptation and transformation

3. How We Express Ourselves: An inquiry into the diversity of voice, perspectives, and expression through: inspiration, imagination, creativity; personal, social, and cultural notes and practices of communication; intentions, perceptions, interpretations, and responses

4. How The World Works: An inquiry into the understandings of the world and phenomena through: patterns, cycles, systems; diverse practices, methods, and tools; discovery, design, innovation, possibilities, and impacts

5. How We Organize Ourselves: An inquiry into systems, structures, and networks through: interactions with and between social and ecological systems; approaches to livelihoods and trade practice - intended and unintended consequences; representation, collaboration, and decision-making

6. Sharing the Planet: An inquiry into the interdependence of human and natural worlds through: rights, responsibilities, and dignity of all; pathways to just, peaceful, and reimagined futures; nature, complexity, coexistence, and wisdom

The construction of our PYP curriculum framwork is based on the following elements: approaches to teaching, knowledge, concepts, approaches to learning, agency, learner profile and action. Through curriculum construction based on the backward design model (UbD™), guided by these elements, as well as a concept-driven pedagogy, our teachers plan collaboratively to generate a unique curriculum tailored specifically to our student body. When planned and taught through the transdisciplinary themes, these elements drive the holistic development of the child through developing the traits of the Learner Profile, encapsulating the characteristics of an internationally minded, lifelong learner.

The IB Primary Years Programme (PYP)

The IB Primary Years Programme (PYP) is a curriculum framework designed for students in grades 1-5, aimed at cultivating internationally minded, lifelong learners within and beyond the classroom. Through inquiry-based learning, students explore six transdisciplinary themes of global significance. They use knowledge and skills derived from different subject areas as building blocks to create connections to the world around them and develop an understanding of broader, conceptual understandings. At KFS, our curriculum plan aligns with these six transdisciplinary themes, as outlined by the IB PYP Programme:

Each year, our Program of Inquiry is reviewed to ensure balance and rigor within and across the curriculum, as well as improve upon the transdisciplinary nature of the program. Wherever possible, concepts, knowledge, and skills associated with various subject areas are integrated into our Programme of Inquiry (POI) and build on transdisciplinary concepts and understandings. Although transdisciplinary learning is the core of the Programme of Inquiry, KFS recognizes instruction in specific Literacy and Math units also plays a part in our balanced curriculum, ensuring students obtain solid foundational skills when necessary outside of the Programme of Inquiry.