Primary Years Programme (PYP)
Velammal Global School is a candidate school for IBPYP. IB World Schools share a common philosophy – a commitment to high-quality, challenging, international education – that we believe is important for our students.
At Velammal Global School, the Primary Years Programme (PYP) is designed to cultivate young learners’ curiosity and creativity.
- Age Range: 3-12 years
Overview
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At Velammal Global School, the Primary Years Programme (PYP) is designed to cultivate young learners’ curiosity and creativity. Our inquiry-based approach encourages students to explore, ask questions, and make connections across subjects.
We focus on the holistic development of children, emphasising academic, social, emotional, and physical growth. Our classrooms are dynamic spaces where play and learning go hand in hand, ensuring that your child enjoys a balanced and engaging education.
Inquiry-Based Learning
Encourages students to ask questions, explore, and discover, fostering a natural curiosity and a love for learning.

Transdisciplinary Themes
Integrates subjects like science, mathematics, and languages through themes that span across traditional boundaries.
Holistic Development
Focuses on the development of the whole child – academically, socially, emotionally, and physically.
Learner Profile
Emphasises the development of attributes such as being inquirers, thinkers, communicators, and risk-takers.
Play-Based Learning
Incorporates play as a medium for learning, especially for younger students, to enhance creativity and social skills.
Assessment
Ongoing assessments through observations, portfolios, and student reflections rather than traditional exams.
Transdisciplinary Learning at VGS
At VGS, the PYP transdisciplinary framework emphasizes the holistic development of each student as an inquirer within and beyond the classroom. Our curriculum fosters academic, social, and emotional wellbeing while promoting international-mindedness, student agency, and strong personal values, as guided by the IB Learner Profile. We nurture independent learning skills, empowering students to take ownership of their educational journey. By integrating local and global issues into our curriculum, students explore six interconnected, transdisciplinary themes that deepen their understanding of the world and their place within it.
The IB Learner Profile at VGS
Placing students at the heart of education, the IB Learner Profile and recent PYP enhancements underscore the importance of action, agency, and learner-centered language. Our framework focuses on three interconnected areas:
- The Learner
- Learning and Teaching
- The Learning Community
At VGS, students:
- Actively engage in various stages of learning, including thinking, planning, modifying, and creating.
- Participate in discussions, question deeply, and demonstrate self-directed learning.
- Apply conceptual understanding through project-based learning and imaginative play.
- Connect their experiences to real-world applications in both structured and spontaneous learning environments.
- Exercise agency and voice, playing an integral role in the classroom and school community.
- Embrace challenges and explore solutions through experimentation, trial, and error.
- Take risks and step outside of their comfort zones.
- Articulate and express their theories about the world, which are celebrated and respected within a nurturing environment.
- Reflect on their learning and actions, developing self-regulation and critical thinking.
Through this dynamic and inquiry-based approach, VGS inspires students to be lifelong learners, equipped with the skills and mindset to thrive in an interconnected and ever-changing world.
Transdisciplinary Themes
Knowledge in the IB PYP is organized under Transdisciplinary Themes that provide a globally relevant context for learning:
- 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
Specified Concepts
Key concepts are central to the PYP and drive deep, meaningful inquiry. They encourage students to think critically and develop a conceptual understanding:
- Form – What is it like?
- Function – How
- Causation – Why is it like this?
- Change – How is it changing?
- Connection – How is it connected to other things?
- Perspective – What are the points of view?
- Responsibility – What is our responsibility?
- Reflection – How do we know?
Action
Action is a key component of learning in the PYP. It represents students’ ability to apply their learning in authentic contexts to make a difference.
- Participation – Getting involved in class discussions or school events.
- Advocacy – Promoting awareness of a cause (e.g., sharing information on endangered species).
- Social Justice – Campaigning for equal rights or supporting a charitable organization. Image
- Lifestyle Choices – Adopting sustainable practices in daily life.
- Entrepreneurship and Innovation – Designing products that address real-world problems.
Agency
- Voice – Students express their ideas, opinions, and questions.
- Choice – Learners select tasks, strategies, and resources that resonate with them.
- Ownership – Taking responsibility for setting goals, monitoring progress, and reflecting on outcomes.
ASSESSMENT
Assessment in the PYP at VGS
At VGS, assessment in the Primary Years Programme (PYP) provides essential insights into student learning and progress, aligning with our philosophy of fostering student agency and reflective practices. Our comprehensive approach to assessment encompasses four key dimensions:
Monitoring learning at VGS is a continuous, dynamic process where teachers gather information to understand and support student growth.
- Observing student behaviors, actions, and participation to assess engagement and understanding.
- Asking purposeful, open-ended questions to encourage critical thinking.
- Facilitating student reflections to deepen learning and self-awareness.
- Engaging in discussions to uncover connections between ideas and real-world applications.
Documenting learning at VGS captures evidence of progress, making the learning journey visible and tangible.
- Setting and tracking personalized learning goals collaboratively with students.
- Maintaining learning journals and portfolios to document reflections, questions, and achievements.
- Utilizing digital platforms to curate samples of student work and feedback.
Measuring learning at VGS evaluates student progress against defined goals, employing a range of tools and strategies:
- Rubrics and success criteria tailored to specific learning outcomes.
- Formative assessments to guide day-to-day teaching and provide immediate feedback.
- Summative assessments that synthesize and demonstrate student understanding.
Reporting learning at VGS ensures that students, parents, and the school community stay informed and involved in the learning journey. Our reporting practices include:
- Student-led conferences where learners share their progress, reflections, and next steps.
- Detailed progress reports highlighting strengths, areas for growth, and future goals.
- Portfolios both digital and physical showcasing significant learning artifacts and milestones.
At VGS, students in their final year of the PYP (Grade 5) participate in the Exhibition that represents a significant event in the life of a PYP school and student, synthesizing the essential elements of the PYP and sharing them with the whole school community. As a culminating experience it is an opportunity for students to exhibit the attributes of the International Baccalaureate (IB) learner profile that have been developing throughout their engagement with the PYP. Parents and students from VGS are invited to attend the Grade 5 Exhibition. We expect at least one parent or guardian for each student to attend the Exhibition.
5. Subject Overview
In the PYP, subjects are interconnected within transdisciplinary units of inquiry:
Living things
Earth and space
Materials and matter
Forces and energy
Human systems and economic activities
Social organization and culture
Continuity and change through time
Human and natural environments
Resources and the environment
Data handling
- Measurement
- Shape and space
- Pattern and function
- Number
LANGUAGE ( ENGLISH , TAMIL, HINDI ,& FRENCH)
At VGS, students develop language skills within meaningful and enjoyable contexts. Our approach emphasizes authentic experiences where learners can make connections, apply their learning, and transfer conceptual understanding to new and diverse situations. This progressive conceptual development, combined with a love for the process of learning, lays a strong foundation for lifelong inquiry, communication, and growth.
- Oral language-listening and speaking
- Visual language- viewing and presenting
- Written language-reading
- Writing language-writing
Visual arts, music, dance and drama are powerful means of communication and expression. Through the arts, students can construct a sense of self, engaging in a creative cycle of experimentation, action and reflection. They are stimulated to think and articulate their thoughts in new ways and through a variety of media and technologies. Whenever possible the arts are taught within a unit of inquiry. They are also taught through independent inquiry, with the focus on developing students’ individual creative talents.
PSPE is divided into 3 strands, all of which work together to develop the well-being of the students. Identity, Active Living and Interactions are all important for our students to gain a sense of their individual place within the community. The issues of beliefs, values and attitudes help form an understanding of personal identity and the ability to cope with change. The Active Living strand incorporates the different forms of Physical Education, while also considering the need to develop a healthy and balanced lifestyle. In the Interactions strand students build up an awareness of others around them, a consciousness of sharing the environment with others and the rights and responsibilities of being human.
We recognise that today’s students develop and grow as digital natives in a technology rich environment, so ICT at VGS is not viewed as a discrete subject area. It is embedded and integrated in all areas of the curriculum and is seen as a tool to enhance and extend students’ learning.
Inquiry-Based Learning
Encourages curiosity and wonder, allowing students to ask questions, investigate, and build their own understanding.
Conceptual Learning
Focuses on broad concepts that connect knowledge across subjects.
Contextual Learning
Learning is linked to real-world contexts, making it relevant and meaningful.
Collaborative Learning
Promotes group work and shared problem-solving.
Differentiated Learning
Instruction is tailored to meet diverse learning needs and styles.
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