About the PYP Framework

Utilizing the IB-PYP, which is an internationally-recognized curriculum framework for children aged 3-12 years, learning and teaching at HKCA Po Leung Kuk School celebrates the many ways children work together to construct meaning and make sense of the world. Through the interplay of asking, doing and thinking, this constructivist approach leads towards open, democratic classrooms. An education at our school will prepare these young people for a lifetime of learning, both independently and in collaboration with others, as we empower a community of learners to engage with global challenges through inquiry, reflection and action.


Early Years in the PYP

Experiences during the early years lay the foundation for all future learning. A rapid rate of development during the early years occurs in the physical, emotional, social and cognitive domains. The brain and body develop faster than at any other point in a child’s life. Social development also takes shape in these early years as children are naturally inclined to explore, to discover, to play and to make connections between self, others and their entire surroundings. Through these interactions, children form their perception of themselves and others in the world.

Supporting children cognitively, socially, emotionally and physically requires that all members of the learning community value these early years in their own right, as a time in which play is the primary driver for inquiry. Through play, young children develop approaches to learning and connect with key domains of their development:

  • Receptive and cognitive abilities (for example, listening, remembering, thinking, analysing, generating theories, the control of attention and working memory)
  • Representational abilities (for example, using symbolic systems—such as oral and written language, drawing and mathematical symbols—to construct and represent meaning)
  • Relational abilities (for example, the ability to play with peers, sharing and taking turns, and respecting others)

For more information see The Learner

The IB Learner Profile

The aim of our primary school programme is to develop creative, critical thinkers who are internationally minded lifelong learners, and who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. We therefore value the following ten IB learner profile attributes, as learners strive to be:

Students Learn About Significant Concepts Through A Programme Of Inquiry

The six transdisciplinary themes that guide the Units of Inquiry (UOI) and compose a year of study are:

Who we are

Where we are in place and time

How we express ourselves

How the world works

How we organise ourselves

Sharing the planet

We Believe Student Learning Is Best Done When It Is Authentic – Relevant To The “Real” World; And Transdisciplinary – Where The Learning Is Not Confined Within The Boundaries Of Traditional Subject Areas But Supported And Enriched By Them.

Units of Inquiry (UOI) interweave traditional subject areas such as Art, Chinese, English, Mathematics, Music, PE, Science and Social Studies in a holistic manner. This approach encourages students to make their own connections between what they learn in these subject areas and how it all relates to the world around them.

Language is a medium of inquiry and plays an essential role in learning.

The primary language of instruction at the School is English. In our school community, a command of English is the key to accessing information and communicating. In addition, we offer daily Chinese lessons with two or three streams, depending on ability: Mandarin (Putonghua), using traditional characters.

Voice, Choice and Ownership in the Enhanced PYP

The Learner: Inquiry, collaboration and taking action

Learning & Teaching: Goal setting, strategies and assessment

The Learning Community: Connections, transdisciplinary, learning spaces and student leadership