Primary Years Programme
Learning RE imagined is our school’s vision. Education has evolved due to the pandemic. Our vision serves as a beacon for all those working to improve education for every kid.
At our school, the Primary Years Programme (PYP) begins at Nursery when the children enter our school at three and culminate in Form 5. The approach is significantly focused on learning through play in the early years.
We are dedicated to achieving a racially just and equitable world where every kid is loved, honoured, and supported to realise their full potential.
Our understanding of the learner is the foundation of our approach to learning and teaching.
At Prometheus School, we acknowledge and aim to foster students’ diverse physical, social, intellectual, artistic, and cultural capacities by making learning engaging, relevant, challenging, and significant.
Our Primary Years Programme offers reflective questions to push beyond conventional subject-based teaching to innovative concept-based and transdisciplinary approaches that bring relevance, authenticity and connection to student learning. We believe that children construct meaning through authentic experiences with real-world applications, learning through and within disciplines (transdisciplinary), where learning is not limited to traditional subject areas but is enhanced and supported by them.
Transdisciplinarity transcends subjects. It begins and ends with a problem, an issue or a theme. Students’ interests and questions form the heart of transdisciplinary learning. It is a curriculum-organising approach where human commonalities rise to the top without regard for subject boundaries. Science, Social Studies, Language, PSPE, Arts and Mathematics play an essential role in planning and forming transdisciplinary units of inquiry. Subjects become an instrument/tool/resource to explore a theme, problem or concept in-depth and determine, support, enrich and connect learning.
| Transdisciplinary themes | Descriptions |
| Who we are | An inquiry into the nature of the 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 on 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. |
International Baccalaureate. Figure 6 Transdisciplinary Themes and Their Descriptors.
The PYP offers a curricular approach that emphasises inquiry. Students guide their learning by researching and developing the significant ideas provided through the Programme of Inquiry.
When learning about and through the subjects, students acquire skills that best help them learn those subjects. Therefore, approaches to learning (ATL) are an integral part of an IB education and complement the learner profile, knowledge, conceptual understanding and inquiry. Together, these ATL help students think, research, communicate, socialise and manage themselves effectively.
We believe in empowering and preparing our students for the globally connected society they live in by developing skills, understandings, and dispositions that enable them to take responsible action, making us one of the sought after and successful IB Continuum Schools in Delhi-NCR.