The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

As IB learners we strive to be: inquiries, knowledgeable, thinkers, communicators, principled, open minded, caring, risk-takers-balanced and reflexives.


The POI (programme of inquiry) is collaboratively developed and reflects the unique aspects of our school community, from its geography to the needs and experience of its members. This is a collaboratively designed programme of inquiry that builds a whole-school, long-term plan for learning based on its specific context.

The programme of inquiry further ensures that students experience broad, balanced, conceptual and connected learning throughout their time in school. It considers and supports:

  • transdisciplinary learning experiences

  • scope and sequence guidance

  • development of approaches to learning, learner profile and international-mindedness

  • inclusion of all learners, their interests, cultural diversity and variability in learning

  • learning within and beyond the learning community

  • personal and collective action.

The Programme
of Inquiry – Elements

Through accessing the written curriculum teachers are empowered to collaboratively design, plan and record long, mid and short-term teaching and learning.

Planning includes specific and intentional use of:

  • Transdiciplinary Connections: transdisciplinary learning in the PYP conveys learning that has relevance between, across and beyond subjects and transcends borders that confine them to connect to what is real in the world.

  • Conceptual Understandings: what students will understand and transfer

  • Knowledge: what subject specific knowledge (language; mathematics; science; social studies; arts; physical, social and personal education) related to learning outcomes will students learn

  • Skills and Approaches to Learning: developing the skills of a transdisciplinary learner.

  • Constructing shared meaning through language: a commitment to multilingualism is central both to fostering international-mindedness and to changing and shaping understanding based on the inquirer’s perspectives and backgrounds

  • The learner profile: supports students in developing international-mindedness and in taking action for positive change. Exercising their agency, students take ownership of their Learning, express their ideas and opinions, and reflect on their development of the learner Profile attributes.

  • Action: transcending learning through action; a manifestation in practice of the other essential elements.