Genius IB World School is an authorized school for International Baccalaureate Primary Year's Programme. The IB programmes are engaging, relevant, challenging and significant in relation with both local and global perspective. The school integrates IB teaching and learning pedagogy and promote both local and global culture, values and studies following the content outlined in the national curriculum.

International Baccalaureate Programme

What is an IB Education?

International Baccalaureate (IB) offers high quality programmes of an international education for the students aged 3 to 19 years. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand the complexity of this rapidly changing world. It aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. Its balanced, conceptual and student centered programmes help learners to become international minded person who recognize the common humanity and share guardianship of this planet. The IB courses and curriculum frameworks are engaging, relevant, challenging and significant in terms of both local and global perspective. For further information visit

What is an International Baccalaureate Primary Years Programme (IBPYP)?

International Baccalaureate Primary Years Programme (IBPYP) is the curriculum framework designed for students aged 3 to 12. It is an enquiry based learning programme guided by 6 trans-disciplinary theme with global significance in connection with 6 different subject areas helping to develop conceptual understanding by using knowledge and skills. It helps children to become not only caring and independent learners but also encourage them to think for themselves and take responsibility of their own learning.

The most important feature of the IBPYP are the 6 trans-disciplinary themes that create opportunity for us to integrate local and global perspective with the national curriculum which allow students to widening the boundary of their learning within the subjects areas.

  • Who we are
  • Where we are in place and time
  • How we express ourselves
  • How the world works • How we organize ourselves • Sharing the planet

The essential elements of IBPYP are:

Knowledge (also known as subject areas): Language, Mathematics, Science, Social Studies, Arts and Personal, Social & Physical Education

Concepts - Important ideas that have universal significance regardless of time or place within and across disciplines. Concepts are presented in the forms of questions that drive the inquiry.

Skills - Specific capabilities in thinking, social interactions, communication, self-management, and research.

Action - Students are encouraged to put what they have learned into practice through services to the school community, the local community and the global community.

IB Learner Profile:

IB programme aims to develop internationally minded individual, who is driven by common humanity and shared guardianship of this planet helping to create more peaceful and better world. IB learners strive to be:

Inquirers – curious, enthusiastic and lifelong learners

Knowledgeable – explores locally and globally significant ideas

Thinkers – critical, creative and ethical decision makers

Communicators – good listeners and confident in multiple languages

Principled – honest, fair and responsible

Open-minded – develop intercultural understanding

Caring – committed to service for the community

Risk-takers – courageous, resourceful and resilient

Balanced – focus on the wellbeing of own and others

Reflective – thoughtful, realistic and hopeful for the future


To become a dynamic educational center that provides high quality education for the holistic development of children which help them become a responsible global citizen.


We focus on promoting collaborative and cooperative learning culture where learners are engaged themselves in meaningful, logical and creative learning experiences. We also strive for greater international mindedness by motivating our children to become active, compassionate and lifelong learners to understand the complexity of rapidly changing world. The school aims to educate children to achieve their best not only in academics but also in social, emotional and physical development so that they are able to cope with the challenges of tomorrow's world.

IBPYP Framework and Teaching Pedagogy

Written Curriculum (What do we want to learn?) – Identification of what is worth knowing

Taught curriculum (How best will we learn?) – Application of effective classroom practice

Assessed curriculum (How will we know what we have learned?) – Application of effective assessment

At Genius IB World School, we encourage a culture of collaboration, which is required for the PYP curriculum to flourish. This is clearly reflected in the collaborative planning process which focuses on using the written curriculum to suggest central ideas (concept based). Whether teaching goes on within or outside the programme of inquiry, it should be about the students' understanding of a central idea, wherever possible and reasonable. These requirements ensure that students inquire into, and learn about, globally significant issues in the context of units of inquiry, each of which addresses a central idea relevant to a particular transdisciplinary theme. These units collectively constitute the school’s programme of inquiry, providing a scaffold for the development of international-mindedness.

IBPYP curriculum is a transdisciplinary. It is engaging, relevant, challenging and significant for learners in the 3–12 age range. PYP curriculum emerges as comprising three interrelated components. The written curriculum identifies what is worth knowing for students. When developing the written curriculum in their schools, teachers and administrators need to consider the transdisciplinary themes and the subject-specific knowledge, concepts and skills. In keeping with the

PYP commitment to inquiry, these three components are expressed in the form of the following three open-ended questions, each of which compels teachers to think deeply about their own practice with regard to student learning. Presenting the questions in this form prompts teachers to present them in a similar way to students, providing an opportunity to make them aware of the curriculum framework and of the uniqueness of the PYP, and directly engaging them in thinking about their own learning.

Central idea

The central idea is written in one sentence that expresses concisely an enduring understanding. Each central idea support students’ understanding of the particular transdisciplinary theme as it is connected to, and challenges and extends students’ prior knowledge. The Central ideas are globally significant and have relevance to students in all cultures and contexts, offering students the opportunity to explore commonalities of human experience as framed by the description of the transdisciplinary theme. Each central idea is written so as to promote conceptual development supported by the PYP key concepts identified for the unit of inquiry. It has a conceptual underpinning that will help students develop their ability to think conceptually.

Inquiry-based learning

The inquiry is an approach to learning that involves a process of exploring the natural or material world that leads to asking questions and making discoveries in the search for new understanding. Research suggests that using inquiry-based learning with students can help them become more creative, more positive and more independent. This is true for all students, including those with special needs who require more individual attention during the process. Inquiry-based learning is a process where students are involved in their learning, formulate questions, investigate widely and then build new understandings, meanings, and knowledge. That knowledge is new to the students and may be used to answer a question, to develop s solutions, or to support a position or point of view. The knowledge is usually presented to others and may result in some sort of action.

What does inquiry look like?

Inquiry, interpreted in the broadest sense, is the process initiated by the students or the teacher that moves the students from their current level of understanding to a new and deeper level of understanding which can be:

  • Exploring, wondering and questioning
  • Experimenting and playing with possibilities
  • Making connections between previous learning and current learning
  • Making predictions and acting purposefully to see what happens
  • Collecting data and reporting findings
  • Clarifying existing ideas and reappraising perceptions of events
  • Deepening understanding through the application of a concept
  • Making and testing theories
  • Researching and seeking information
  • Taking and defending a position
  • Solving problems in a variety of ways