Analysis and feasibility of primary years programme implementation

Abstract

This session is meant to make teachers and school leaders aware of the growth of the International Baccalaureate Organization’s (IBO) Primary Years Programme (PYP) in Spain, the AEM (Africa, Europe, Middle East) region and the world. It will address perceived challenges in its implementation in regard to paradigm shifts necessary in the Spanish national context. These challenges include best classroom practice related to the theories of a concept-based curriculum, transdisciplinarity, inquiry and the attributes that promote international mindedness. Elements which are easy to align are also addressed. These include CLIL (Content and Language Integrated Learning) and ELP (European Language Portfolio) supports, grouping strategies and the use of a variety of resources, including ICT.

The session gives an overview of the findings of research carried out across six case study schools in Spain. It highlights the perceived difficulties between teachers and school leaders, Primary and Infant teachers, Spanish and foreign university trained staff and across years of experience when implementing the planned, taught and assessed curriculum. Although it specifies Primary Years Programme implementation, the findings are of interest to school leaders in aligning perceptions in the development of curriculum and assessment best practices in order to support different stakeholders in the school community.