The Learner Profile is an essential aspect of the PYP.

We aim for our students to become positive members of the

community who strive to be:

Inquirers : They ask questions and do independent research to
satisfy their curiosity.
Knowledgeable: They learn about ideas and issues that are
significant to our community and to others around the world.
Thinkers: They approach problems thoughtfully and show
creativity when looking for solutions
Communicators: They understand and express ideas and
information confidently. They work well with others.
Principled: They act fairly and show respect for others. They
take responsibility for their own actions.
Open-minded: They understand and appreciate the beliefs and
viewpoints of others.
Caring: They show compassion and respect towards the needs
and feelings of others. They act to make a positive difference
to the lives of others and to the environment.
Risk-takers: They are prepared to try new things and face
challenges bravely.
Balanced: They understand that it is important to have a
balance between work, play, exercise, and rest.
Reflective : They think about their learning and understand
areas they need to improve on.
South Rise Primary School has been awarded the status of:
PYP Candidate School.
This means that we have introduced the IB Primary Years Programme with our
students and we are aiming for full authorisation of the programme by January
2012.
What does this mean for your children?
The Primary Years Programme is an educational philosophy which encourages
inquiry based learning. This means that the children develop their knowledge by
asking questions and investigating ideas. It includes the different subject areas;
focuses on children learning in real contexts and has an international focus.
The children’s learning is organised into six units of inquiry each year (except
for Nursery and Reception which has four or five). This is called the
Programme of Inquiry.
Each unit is designed to teach one of
The National Curriculum subjects
the following themes:
of English, Maths, Science, ICT,
Who we are
History, Geography, PHSE, P.E.
Where we are in time and place
Art, Music, Design Technology and
How we express ourselves
Religious Education are taught in
How the world works
different combinations throughout
How we organise ourselves
the different units.
Sharing the planet.

A morewe detailed version of the IB Learner profile is English, Maths, ICT and French are also taught as separate subjects.
If you would like to know
available on the website of the International Each unit has a statement
more about the Programme
which the children inquire into.
Baccalaureate Organisation. of Inquiry across the school
This is the central idea. It is
Please visit www.ibo.org for more information. based around 3 broad
or in your child’s year group,
please speak to your child’s
concepts which the children
Hazel Brown PYP Coordinator October 2010 teacher or Mrs Brown, the
are trying to understand.
PYP Coordinator.
 A Sample Unit of Inquiry Year 5 Unit Title: Human Migration

Unit theme: 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, relationships
between and the interconnectedness of individuals and civilizations, from local and global perspectives.

Children will look at events and

Central idea This is the statement
reasons which have caused Human migration is a response to challenges, risks and opportunities.
people to migrate today and in
which the children will
the past, the viewpoints of What is migration? inquire into.
different people and the effect Why do you think some of us have moved from one country to
migration has had on another?
communities.
What challenges might people face when moving to a different Questions are designed to
country? develop the children’s
thinking.
Concepts Children are encouraged to ask questions as the unit develops,
Causation, Change and Perspective some of which are answered through research activities.
National Curriculum Subjects
The children will: covered within the unit: English,
• take part in discussions about their own, and the teachers’ personal experience of migration Mathematics, History,
• devise questions and will interview Berlin about her life in Somalia, her journey and her reasons for Geography, ICT, PHSE, and
migrating Music.
This term the children in Year 5 have chosen to
• investigate maps of the world and trace Berlin’s journey
find out about:
• create a questionnaire to ask other classes about migration
• collect data and present it in a frequency chart and a bar chart
Floella Benjamin – a TV presenter who moved
• design a questionnaire to send home to find out about their families personal migration history
• produce a written recount of their own or a friend’s family’s migration story to the UK from Trinidad
• learn about the Empire Windrush through film clips, poetry and photographs Lord Kitchener – a calypso singer who came
• write in role as a passenger on the Empire Windrush to the UK on the Empire Windrush and
• take a walk around the local area to locate shops and buildings which show the impact of migration on our worked for the BBC
community Luol Deng – a basketball player who moved to
• create their own area maps showing migration in our community the UK from Sudan
• watch ‘Coming to England ‘ by Floella Benjamin and discuss her reasons for migration and the challenges Mo Farah – a runner who moved to the UK
she faced from Somalia
• devise their own questions about migration and identify a migration story to focus on
National Curriculum subjects
• use the internet, books, library etc to research information
covered:
• produce an article based on the migration story of a well known figure
English, maths, history,
geography, PHSE, ICT