International School of Lausanne

Programme of Inquiry

The IB Primary Years Program is a curriculum framework that aims to achieve a balance between the search for meaning and understanding and the acquisition of essential skills and knowledge. In addition to the academic program PYP offers encourages nonacademic learning that supports the development of the whole child including social, physical, emotional and cultural awareness by teaching the PYP attitudes and student profile attributes.

The PYP uses six themes at each grade level that transcend the traditional subject disciplines to create “big ideas” that are universally relevant and therefore could be studied in any school around the globe. The ISL curriculum content fits naturally into the units of inquiry, although the instructional approach changes dramatically. The instructional approach for these units is inquiry-based which extends the students prior knowledge and provokes further inquiry on the part of the student.

Inquiry

Six Organizing Themes

The six units of inquiry (four units for R3 and R4) are developed around six organizing themes that provide the Reception 3 to Year 6 scope and sequence of the international program and are organized to reflect global concepts.

Who We Are: An exploration of the nature of the self; or our beliefs and values, of personal, physical, mental, social and spiritual health, of our families, friends, communities and cultures, of our rights and responsibilities, of what it means to be human.

Where We Are in Place and Time: An exploration of our orientation in place and time, of our personal histories, of history and geography from local and global perspectives, of our homes and journeys, of the discoveries, exploration and migrations of humankind, of the contributions of individuals and civilizations.

How We Express Ourselves: An exploration of the ways in which we discover and express our nature, ideas, feelings, beliefs and values through language and the arts.

How The World Works: An exploration of the physical and material work, of natural and man-made phenomena, of the world of science and technology.

How We Organize Ourselves: An exploration of human systems and communities, of the world of work, its nature and its value, of employment and unemployment and their impact on us and the world around us.

Sharing the Planet: An exploration of our rights and responsibilities as we strive to share finite resources with other people and with other living things, of communities and of the relationships within and between them.

Adopted from International Baccalaureate Organization (September 2000). “Making the PYP Happen”.

	Reception 3	Reception 4	Year 1	Year 2
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	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.	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.	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.
	Title of Unit: Who Am I?	Title of Unit: Celebrations	Title of Unit: Using Our Senses	Title of Unit: The Games We Play
	Focus: Social Studies, Language	Focus: Social Studies, art, language	Focus: Science, PSPE	Focus: PSE, Social Studies
	Central Idea: I am a special person, yet I share similarities with others.	Central Idea: All cultures recognize important personal and cultural events through celebrations and traditions.	Central Idea: We experience the world through our senses.	Central Idea: People play to learn and have fun.
	Lines of inquiry: - Our feelings - Our well-being - What makes us who we are	Lines of inquiry: - What and why we celebrate - What celebrations look, sound, smell, taste and feel like - How different celebrations are celebrated all over the world	Lines of inquiry: - What our senses are - How our senses work - How we use our senses	Lines of inquiry: - Why we like to play - The different kinds of toys and games - The differences and similarities between our toys and the toys of children in other cultures

	Reception 3	Reception 4	Year 1	Year 2
Where we are in time and place	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.	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.	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.	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.
			Title of Unit: Our Families	Title of Unit: Homes and Shelter
			Focus: Language, Social Studies	Focus: Social Studies
			Central Idea: We have a personal history that we share with other people.	Central Idea: All human beings need shelter.
			Lines of inquiry: - Our family structure and how we are related to one another - What makes a family - The people who have had an impact on our lives	Lines of inquiry: - Why we need shelter - Different types of homes and shelter around the world - How climate affects the way a home is built - How culture and economy affect living space

	Reception 3	Reception 4	Year 1	Year 2
How we express ourselves	An inquiry into 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.	An inquiry into 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.	An inquiry into 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.	An inquiry into 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.
	Title of Unit: Shapes and Colours	Title of Unit: Sharing and Caring	Title of Unit: Entertainment	Title of Unit: Fairy Tales
	Focus: Language, Social Studies	Focus: Social Studies	Focus: Language, Drama, PSPE	Focus: Language, PSE
	Central Idea: Learning about shape and colour can help us to express ourselves.	Central Idea: How we express our feelings can affect others.	Central Idea: Throughout time people have enjoyed different forms of entertainment.	Central Idea: Fairy tales are part of the storytelling tradition and have been handed down from generation to generation.
	Lines of inquiry: - Different Shapes - Shapes all around us - Primary colours - What we can do with colours and shapes	Lines of inquiry: - Emotions and feelings - Body language - Problem-solving - How our emotions can affect others	Lines of inquiry: - What entertainment is - The different forms of entertainment - Being an entertainer - The role of the audience	Lines of inquiry: - Fairy Tales as a literary genre - How fairy tales relate to real life - Fairy tales across cultures

	Reception 3	Reception 4	Year 1	Year 2
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 the environment .	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 the environment.	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 the environment.	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 the environment.
	Title of Unit: Seasons	Title of Unit: Exploring Materials	Title of Unit: Growing Things	Title of Unit: Simple Machines
	Focus: Science, Social Studies	Focus: Science, Language	Focus: Science	Focus: Science, Technology
	Central Idea: The changing of seasons affects our lives and the world around us	Central Idea: Our world is made up of different materials that have different properties and uses.	Central Idea: Plants have certain requirements to grow and stay healthy.	Central Idea: Simple machines have developed over time to make our lives easier.
	Lines of inquiry: - How the weather changes in each season - How changing seasons affect plants and animals - What causes the seasons to change	Lines of inquiry: - Specific properties of materials and how to describe them - The difference between man-made and natural materials - How we use different materials	Lines of inquiry: - What different plants need to grow healthy - The connection between water and growth - The connection between light and growth - How we can care for plants	Lines of inquiry: - The six simple Simple machines and how they work - How simple machines can help us - Using simple machines in our own inventions

	Reception 3	Reception 4	Year 1	Year 2
How we organise 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.	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.	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	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.
	Title of Unit: Community Helpers		Title of Unit: School is Cool	Title of Unit: Why Do We Have Museums?
	Focus: Social Studies		Focus: Social Studies	Focus: Social Studies
	Central Idea: Different people with different jobs help us.		Central Idea: Schools are organized to help us learn and live together.	Central Idea: Museums are places used to store and exhibit artifacts of historic, scientific or cultural significance.
	Lines of inquiry: - The helpers in our community and the jobs they do - How community helpers help us - The jobs we can do to be helpers		Lines of inquiry: - Why we go to school - The people in our school and the jobs they do - Finding our way around the school	Lines of inquiry: - What an artifact is - The different types of museums and what they are for - How people decide what goes into a museum - The museums around us and how they serve the community

	Reception 3	Reception 4	Year 1	Year 2
How we share 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.	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.	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.	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.
		Title of Unit: Water	Title of Unit: Reduce,Re-use Recycle	Title of Unit: The Animal Kingdom
		Focus: Science	Focus: Science, Social Studies	Focus: Science
		Central Idea: Water is an important part of our life.	Central Idea: Our personal choices can change our environment.	Central Idea: We share the planet with many different species of animals.
		Lines of inquiry: - Why we need water - How we use water in our daily lives	Lines of inquiry: - The things that can be recycled and re-used and those that cannot - The things that will decompose - How recycling works - What we can do to reduce, re-use or recycle at home and at school	Lines of inquiry: - Animal behavior and habitat - Animal classification - How animals interact with their environments and with humans

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	Year 3	Year 4	Year 5	Year 6
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.	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.	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.	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.
	Title of Unit: Healthy Living	Title of Unit: The Human Body	Title of Unit: All Kinds of Minds	Title of Unit: Changes and Choices
	Focus: PSE, Science	Focus: Science, PSE	Focus: Social Studies, language	Focus: PSE, Science
	Central Idea: What we eat affects how we feel and how our bodies function.	Central Idea: There are systems of the body working together to keep us healthy.	Central Idea: We all have a unique learning profile.	Central Idea: As we enter puberty our bodies change. These changes open up choices.
	Lines of inquiry: - What makes a healthy diet - How different foods affect us - How we digest food - How we can take care of ourselves	Lines of inquiry: - The systems of the body and how they work together - Cells - How our bodies work to keep us healthy	Lines of inquiry: - How we learn - Our strengths, weaknesses and affinities - How we can use strategies to develop our strengths and overcome our weaknesses	Lines of inquiry: - What happens during puberty - The possible choices we will be faced with - The process of making responsible decisions and choices - Human reproduction

	Year 3	Year 4	Year 5	Year 6
Where we are in time and place	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	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.	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.	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.
	Title of Unit: Where Are You From?	Title of Unit: Leaders and Achievers	Title of Unit: Host Country	Title of Unit: Time Detectives
	Focus: Social Studies	Focus: Social Studies	Focus: Social Studies	Focus: Social Studies
	Central Idea: We can learn about our world by exploring and sharing our cultural origins.	Central Idea: We can learn to develop our own potential by looking at the lives of influential people.	Central Idea: Our host country has its own unique identity.	Central Idea: We can understand ourselves by studying the past.
	Lines of inquiry: - Why we move - World geography and culture - Our year group’s cultural identities	Lines of inquiry: - Leadership qualities and the IB Learner Profile - Contributions of leaders in our community and throughout history - How we can develop our own potential	Lines of inquiry: - The host country we live in: case study Switzerland - The unique features of our host country - The history, languages and culture of the host country - Our place in the host country	Lines of inquiry: - Case Study: The Romans and Egyptians - Who we are in the perspective of time - How historians and archaeologists find clues to the past

	Year 3	Year 4	Year 5	Year 6
How we express ourselves	An inquiry into 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.	An inquiry into 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.	An inquiry into 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.	An inquiry into 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.
	Title of Unit: Investigating Art	Title of Unit: Words, Words, Words	Title of Unit: Belief Systems	Title of Unit: Communicating through Art
	Focus: Fine arts	Focus: Language, Social Studies	Focus: Social Studies	Focus: Language, Social Studies
	Central Idea: Artists express ideas and emotions and reflect social issues through their work.	Central Idea: People have always used some form of language to communicate.	Central Idea: How we express our beliefs can shape our experience of life and our understanding of the world.	Central Idea: Learning to appreciate and think critically about art can enhance our understanding of its role and purpose.
	Lines of inquiry: - How we express thoughts, feelings and ideas through the fine arts - The different media and techniques we can use to express ourselves - How we can think about and reflect upon a piece of arrt. - How an artist’s life influences his/her work - How we can create our own art	Lines of inquiry: - The different ways we can communicate and express ourselves with language - The different languages we know and how they developed - How language can express our cultural identities	Lines of inquiry: - Our beliefs and how they affect our lives - The world’s major religions and belief systems - How these religions and belief systems began - The differences and similarities between religions and beliefs about life.	Lines of inquiry: - What distinguishes art from other kinds of phenomena - The nature, value and meaning of art - How we can develop our ability to think critically about art - The role of design and technology in modern art

	Year 3	Year 4	Year 5	Year 6
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 the environment.	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 the environment.	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 the environment.	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 the environment.
	Title of Unit: Kitchen Chemistry	Title of Unit: The Solar System	Title of Unit: Forces and Motion	Title of Unit: Changing Matter
	Focus: Science	Focus: Science	Focus: Science	Focus: Science
	Central Idea: Different reactions occur when everyday substances react.	Central Idea: The Earth is part of a vast and complex universe.	Central Idea: The physical laws of forces and motion affect all matter.	Central Idea: All matter changes.
	Lines of inquiry: - The different states of matter - Basic chemical actions and reactions - How common substances interact when they are mixed - The scientific method	Lines of inquiry: - Earth and its place in the Solar System - The movement of the planets - The characteristics of the planets	Lines of inquiry: - What a force is and what forces are at work in our world - Newton’s laws - How forces effect us and all other matter - How scientists explore physical phenomena	Lines of inquiry: - What matter is - The changing states of matter: solid, liquid, gas - The requirements needed for things to change - Reversible and non-reversible change - The effects of change on matter

	Year 3	Year 4	Year 5	Year 6
How we organise 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.	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.	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.	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.
	Title of Unit: Where Does Our Food Come From?	Title of Unit: Rights of the Child	Title of Unit: How Do We Know Where We Are?	Title of Unit: Resolution
	Focus: Social Studies, Science	Focus: Social Studies, PSE	Focus: Social Studies, Math Technology	Focus: Social Studies
	Central Idea: The food we eat comes from a variety of different sources.	Central Idea: All children have the same basic needs but how those needs are met may look very different.	Central Idea: Systems have been developed which help us to move around and locate ourselves on the planet.	Central Idea: There are many different ways to resolve conflict.
	Lines of inquiry: - Food sources - Food production and how it has changed over time - How we get and choose our food	Lines of inquiry: - How our lives in our homes, communities and families are the same and/or different from that of other children around the world - The UN Rights of the Child - Why children’s need are not always met.	Lines of inquiry: - How the earth is organized geographically - Maps and other navigational tools and how they work - Physical and man-made geographical features and how they help us to know where we are	Lines of inquiry: - How humans deal with conflicts - UN Human Rights - Case Study: WWII

	Year 3	Year 4	Year 5	Year 6
How we share 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.	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.	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.	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.
	Title of Unit: Our Local Ecosystem	Title of Unit: Ecosystems	Title of Unit: Energy and Electricity	Title of Unit: Our Changing Planet
	Focus: Science	Focus: Science, Social Studies	Focus: Science, Social Studies	Focus: Science, Social Studies
	Central Idea: We need to respect our local environment in order to keep it clean and healthy.	Central Idea: An ecosystem is a community of organisms interacting with one another and with their environment.	Central Idea: We have finite energy resources. We need to use them responsibly and look for alternative energy sources.	Central Idea: The Earth undergoes change due to natural and human created causes.
	Lines of inquiry: - An ecosystem where we live, Case Study: The Pond - The organisms that share our local environment - Our responsibility in caring for our local ecosystem	Lines of inquiry: - What an ecosystem is - The different ecosystems on the Earth - How ecosystems maintain balance	Lines of inquiry: - Production and usage of electricity - Transformation of energy into different forms - Alternative energy sources	Lines of inquiry: - The physical characteristics of the Earth - The natural movement of the Earth’s surface, - natural disasters and how they effect the Earth - The human factors contributing to Earth changes