PYP studies

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The following Curriculum studies address a range of research topics related to the PYP. These studies support the review and development of the programme, aim to improve the effectiveness of learning and teaching, and provide evidence-based strategies for students, teachers and schools.

School-based curriculum development in the PYP (2022)

This study describes how PYP schools develop curriculum and perceive their own capacity to undertake the challenging yet invigorating task of school-based curriculum development (SBCD). 

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Facilitating curiosity and creativity in the classroom: An international multisite video study (2022)

The purpose of this study was to understand how teachers from diverse contexts endeavour to facilitate curiosity and creativity among International Baccalaureate (IB) Primary Years Programme (PYP) students.

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Student thinking and learning in the PYP transdisciplinary framework (2016)

This study focuses on how the International Baccalaureate (IB) Primary Years Programme (PYP) transdisciplinary framework can advance deep thinking and learning for PYP students aged 3–12. 

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Social constructivist approaches to language learning in multilingual classrooms (2016)

This study, conducted in two phases, investigates professional learning practices in language education. In the first phase, the researchers conducted a comprehensive literature review and developed preliminary design principles for the professional learning of PYP teachers. The second phase of the study involved applying and testing the principles that emerged from the literature review. 

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The potentials of K-12 literacy development in the PYP and MYP (2016)

The purpose of this study is to investigate literacy development across the International Baccalaureate (IB) Primary Years Programme (PYP) and Middle Years Programme (MYP) and to inform programme development. The full report consists of a literature review and an analysis of key PYP and MYP documents.

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Assessment of student development and learning in PYP schools (2016)

The aim of this study is to examine how International Baccalaureate (IB) Primary Years Programme (PYP) schools define the purpose of educational assessment in their assessment policies and practices.

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An exploration of transdisciplinarity in the PYP (2015)

The purpose of this study is to investigate how Primary Years Programme (PYP) teachers, coordinators and administrators conceptualize and apply transdisciplinary approaches to teaching and learning.

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A review of current thinking and practices in assessment in relation to the Primary Years Programme (2014)

The principal purpose of this research project is to contribute to a substantial review of the Primary Years Programme (PYP), by critically reflecting on the PYP curriculum framework in light of the approaches, strategies and tools of assessment of 21st century primary education.

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Additional language teaching and learning in International Baccalaureate Primary Years Programme schools (2013)

This study focuses on additional language (AL) teaching and learning in a range of diverse Primary Years Programme (PYP) settings. It explores aspects and practices in relation to school language policies, cultural influences, teacher beliefs and pedagogical strategies, professional development, assessments, and student learning outcomes as well as their alignment with PYP principles and practices in language and learning. 

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How schools evaluate the success of the International Baccalaureate Primary Years Programme (2013)

This study aims to investigate schools’ definitions of the “success” of the Primary Years Programme (PYP) and how they evaluate their definitions of success in relation to the following: 1) school leadership, 2) teachers’ pedagogical beliefs and practices, 3) parent satisfaction with the PYP, 4) student learning outcomes, 5) students’ demonstration of IB learner profile attributes, 6) development of international-mindedness and 7) school ethos and culture.

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Primary education: A literature review (2013)

This literature review project focuses on the written and taught curriculum for students aged six to twelve years.

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