International Mindedness

The attempt to define international-mindedness in increasingly clear terms, and the struggle to move closer to that ideal in practice, are central to the mission of PYP schools.

Since the inception of the PYP, one aspect of PYP schools that emerges not only as the most compelling but also as the common ground on which PYP schools stand, the essence of what they are about is the kind of student we hope will graduate from a PYP school; the kind of student who, in the struggle to establish a personal set of values, will be laying the foundation upon which international-mindedness will develop and flourish. The attributes of such a learner are listed in the learner profile. The learner profile is central to the PYP definition of what it means to be internationally minded, and it directs schools to focus on the learning. IB World Schools should be proud to send out into the world students who exemplify the attributes expressed in this profile.

A PYP school, regardless of location, size or constitution, strives towards developing an internationally minded person - a person who demonstrates the attributes of the IB learner profile.

In the PYP, it is both recognized and appreciated that students come into the programme from various backgrounds and with a wealth of prior knowledge and experience. All teachers have a responsibility to plan learning and assess student development in the context of the IB learner profile; it affects all students throughout the programme. All schools have a responsibility on behalf of students to assess and report on progress in the development of the attributes of the IB learner profile.

The IB learner profile is value-laden and it is the embodiment of what the IB believes about international education. The attributes described in the learner profile are appropriate to, and achievable by, all primary-years students. The teachers interpret these attributes in a manner appropriate to the age and development of the student. That said part of the adaptability and versatility of the programme lies in what these attributes may look like from one school culture to another.