ISJ April 2016: From theory to practice – A critical review of the International Baccalaureate Primary Years Programme
The International Baccalaureate (IB) Primary Years Programme (PYP) incorporates student-centred, inquiry-based and transdisciplinary learning while focusing on the holistic development of students (IB, 2009c). At the core of the IB is the commitment to international-mindedness, which promotes intercultural education (IB, 2015a). The IBPYP thus includes a number of laudable strengths. However, as no educational system can ever be perfect, it is logical to assume that there are areas for further development in the IBPYP. This paper seeks to identify shortcomings and gaps in IBPYP curriculum documents and suggest possible means through which the effectiveness of the IBPYP and its curriculum documents may be enhanced. The paper is thus a critical response to the IBPYP, as portrayed through its curriculum documents, and seeks to address the following questions:
– What are the shortcomings and gaps in IBPYP curriculum documents?
– How might the effectiveness of the IBPYP and its curriculum documents be enhanced?