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The PYP curriculum recognizes that learners have an innate ability to research, question, question, and theorize about themselves, others, and the world around them.

When learning communities recognize children’s identities and emerging skills, they create an educational context in which children are valued for who they have been, for who they are today and for who they are. will become in the future. Based on their previous experiences and learning, PYP learners are uniquely placed to jointly decide on their current learning needs.

This understanding of how students learn is essential in the transdisciplinary research-based learning and teaching model organized around motor concepts.

PYP students thus demonstrate the ease and imagination they need to meet new challenges and explore new opportunities that arise unexpectedly, and to take action to create a better and more peaceful world.

The stronger the sense of self-efficacy in students, the more likely they are to show agency. Self-efficacy affects students’ confidence in making choices, which in turn affects the level of ownership and influence that students have over their lives.

When teachers recognize learner agency and the importance of self-efficacy, students become their partners in the learning process. In this partnership, teachers work side by side with students, meet with them in small groups or individually as needed, monitor their learning and provide feedback.

In the last year of the PYP, the students participate in the PYP exhibition. Exposure is an authentic process, which allows students to explore, record and communicate their understanding of an issue or opportunity that is important to them.

In the context of the PD, children aged 3 to 6 experience holistic learning, which targets their social, emotional, physical and cognitive development. In the PYP classroom, learning takes place in dynamic environments that promote play, discovery and exploration.