• Essential Elements


    IB Learner Profile – International Mindedness The IB learner profile is the IB mission statement translated into a set of learning outcomes for the 21st century. The attributes of the profile express the values inherent to the IB continuum of international education: these are values that should infuse all elements of the Primary Years Programme (PYP) and the culture of all IB World Schools. The IB learner profile is an embodiment of what the IB means by "international-mindedness.”


    As IB Learners, we strive to be:


    We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.


    We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.


    We use critical and creative thinking skills to analyze and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.


    We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.


    We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility of other individuals and groups.


    We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.


    We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.


    We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.


    We understand the importance of balancing different aspects of our lives - intellectual, physical, and emotional - to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.


    We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.


    The PYP Attitudes – What we want our students to feel, value, and demonstrate.

    The Primary Years Programme focuses on the development of personal attitudes towards people, the environment, and learning. They contribute to the well-being of the individual and the community. These attitudes are modeled by the teachers and staff and are encouraged in the daily lives of the students. In a PYP school, the learning experiences and assessment strategies are designed to support and promote these attitudes. Students emerge from our school with a firm grasp of the appropriate norms for social interaction among peers, teachers, and the outside community. They embody the framework for responsible living in society. These IB-PYP Attitudes are meant to be an explicit part of daily learning. They are woven into the daily school life and throughout the school campus as the expectation for student choices, identified by the children as, “I can…” Students also reflect on the attitudes during learning experiences and interactions with those around themselves. When reinforced at home, these attitudes become second nature for children. In a PYP school, the students should demonst



    Appreciating the wonder and beauty of the world and its people.


    Being committed to their own learning, persevering and showing self-discipline and responsibility.


    Feeling confident in their ability as learners, having the courage to take risks, applying what they have learned and making appropriate decisions and choices.


    Cooperating, collaborating, and leading or following as the situation demands.


    Being creative and imaginative in their thinking and in their approach to problems and dilemmas.


    Being curious about the nature of learning, about the world, its people and cultures.


    Imagining themselves in another’s situation in order to understand his or her reasoning and emotions, so as to be open-minded and reflective about the perspectives of others.


    Enjoying learning and willingly putting the effort into the process.



    Thinking and acting independently, making their own judgments based on reasoned argument, and being able to defend their judgments.


    Being honest and demonstrating a considered sense of fairness.


    Respecting themselves, others and the world around them.


    Being sensitive about differences and diversity in the world and being responsive to the needs of others.



    Concepts - What we want our students to understand.

     Eight fundamental concepts, expressed as key questions, propel the process of inquiry and help to encourage a transdisciplinary perspective. These concepts drive the units of inquiry. Concepts are explored and re-explored throughout the programme to develop a coherent, in-depth understanding.

    The concepts are the following:

    •                         Form: What is it like?
    •                         Function: How does it work?
    •                         Causation: Why is it like it is?
    •                         Change: How is it changing?
    •                         Connection: How is it connected to other things?
    •                         Perspective: What are the points of view?
    •                         Responsibility: What is our responsibility?
    •                         Reflection: How do we know?


    Skills – What we want our students to be able to do.

    The skills taught in IBPYP are transdiciplinary. What that means is that they are skills that students will need in and across all disciplines. They are the skills necessary for our students to be successful in a changing and challenging world. These skills are embedded within our daily classroom activities.

    Social Skills

    •                         Accepting Responsibility
    •                         Respecting Others
    •                         Cooperating
    •                         Resolving Conflict
    •                         Group Decision Making
    •                         Adopting group roles


    Thinking Skills

    •                         Acquisition of Knowledge
    •                         Comprehension
    •                         Application
    •                         Analysis
    •                         Synthesis
    •                         Evaluation
    •                         Dialectical thought
    •                         Metacognition


    Communication Skills

    •                         Listening
    •                         Speaking
    •                         Reading
    •                         Writing
    •                         Non-verbal communication


    Research Skills

    •                         Formulating questions
    •                         Observing Planning
    •                         Collecting data
    •                         Recording data
    •                         Organizing data
    •                         Interpreting data
    •                         Presenting research findings


    Self-management skills

    •                         Gross motor skills
    •                         Fine motor skills
    •                         Spatial awareness
    •                         Organization
    •                         Time management
    •                         Safety
    •                         Healthy lifestyle
    •                         Codes of behavior
    •                         Informed choices


    Action – How we want our students to act.

    Students are encouraged to reflect, to make informed choices, and to take action that will help their peers, teachers, and the wider community. In the PYP, voluntary, meaningful student action is expected to be seen as a result of student learning. Student action should be a result of student thought and reflection during the instruction of each unit of inquiry. Student action may occur at home, at school, or in the community. The action may be individual, in groups, or as a school. Through action, students are able to grow socially and personally, developing skills such as cooperation, problem solving, conflict resolution, and critical thinking. Be sure to visit our Exhibition page for more information on how our students are taking meaningful action!


    IB Transdisciplinary Themes – What we want our students to know about.

    Students at Hendrix IB World School, in grades kindergarten through third, learn about themselves and their world through six IB organizing themes. Students in four-year-old kindergarten have units under four of the themes, one of which is How We Express Ourselves, an important theme for our youngest students. These transdisciplinary themes revolve around the following topics:

    Who we are

    An inquiry into the nature of 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 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 the environment.

    How we organize 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.