IB Primary Years Programme (PYP)

AISVN was fully authorized to offer the International Baccalaureate (IB) Primary Years Programme (PYP) in July 2020.

The IB-PYP focuses on the total growth of the developing child and encompassing social, physical, emotional and cultural needs, in addition to academic needs, the PYP combines the best research and practice from a range of national and international systems to create a relevant and engaging framework for all children. The PYP offers a comprehensive approach to teaching and learning.

The IB Primary Years Programme, 2012

At AISVN we view children as active learners, who acquire knowledge skills and understanding through inquiry-based learning.

The IB-PYP promotes a strong foundation in numeracy, literacy and critical thinking skills while preparing young students to become curious, self-motivated and inquiring learners.

Students learn through exploring transdisciplinary themes, investigating ideas, questions and concepts that span multiple disciplines.

The subject areas in the PYP are:

1. Arts

Arts are integral to the PYP. The Arts are a powerful mode of communication through which students explore and construct a sense of self and develop an understanding of the world around them. Arts provide students with a wide range of opportunities and means to respond to their experiences and engage with historical, social and cultural perspectives. The students are stimulated to think and to articulate their thoughts in new ways, and through a variety of media and technologies. The PYP recognizes that not all learning can be supported solely through language, and that arts as a medium of inquiry also provide opportunities for learning, communication and expression. Learning about and through arts is fundamental to the development of the whole child, promoting creativity, critical thinking, problem-solving skills and social interactions.

Arts strands:

  • Responding
  • Creating

The languages offered at AISVN are English and Vietnamese.

The need to communicate is instinctive. The development of language is fundamental to that need to communicate; it supports and enhances our thinking and understanding. Language permeates the world in which we live; it is socially constructed and dependent on the number and nature of our social interactions and relationships. The learning process simultaneously involves

  • learning language - as learners listen to and use language with others in their everyday lives;
  • learning about language - as learners grow in their understanding of how language works;
  • and learning through language - as learners use language as a tool to listen, think, discuss and reflect on information, ideas and issues (Halliday 1980).

Language plays a vital role in the construction of meaning. It empowers the learner and provides an intellectual framework to support conceptual development and critical thinking. In the PYP, it is recognized that the teaching of language should be in response to the previous experience, needs and interests of the student, rather than the consequence of a predetermined, prescriptive model for delivering language.

Fragmenting learning into the acquisition of isolated skill sets can create difficulties for learners - for example, learners may be able to read, write and spell words correctly in isolation but may not be able to read, write or spell those same words in other contexts.

Learners’ needs are best served when they have opportunities to engage in learning within meaningful contexts, rather than being presented with the learning of language as an incremental series of skills to be acquired.

Language strands:

  • Oral communication: listening and speaking
  • Written communication: reading and writing
  • Visual communication: viewing and presenting
3. Mathematics

Mathematics is viewed as a vehicle to support inquiry, providing a global language through which we make sense of the world around us.

In the PYP, mathematics is viewed primarily as a vehicle to support inquiry, providing a global language through which we make sense of the world around us. It is intended that students become competent users of the language of mathematics, and can begin to use it as a way of thinking, as opposed to seeing it as a series of facts and equations to be memorized. The power of mathematics for describing and analysing the world around us is such that it has become a highly effective tool for solving problems. It is also recognized that students can appreciate the intrinsic fascination of mathematics and explore the world through its unique perceptions. In the same way that students describe themselves as “authors” or “artists”, a school’s programme should also provide students with the opportunity to see themselves as “mathematicians”, where they enjoy and are enthusiastic when exploring and learning about mathematics.

Mathematics strands:

  • Data Handling
  • Measurement
  • Shape & Space
  • Pattern & Function
  • Number
4. Personal, Social and Physical Education

Personal, social and physical education (PSPE) is part of the core curriculum at AISVN. We empower students through experiences designed to develop their sense of personal identity and their identity within their social and cultural context. PSPE is concerned with the individual students’ well-being through the promotion and development of concepts, knowledge, attitudes and skills that contribute to this well-being. Well-being is intrinsically linked to all aspects of a student’s experience at school and beyond. It encompasses physical, emotional, cognitive, spiritual and social health and development, and contributes to an understanding of self, to developing and maintaining relationships with others, and to participation in an active, healthy lifestyle. PSPE is integral to teaching and learning in the PYP and is embodied in the IB learner profile that permeates the programme and represents the qualities of internationally minded students and effective lifelong learners.

The PSPE strands:

  • Identity
  • Active learning
  • Interactions
5. Science

Science at AISVN is viewed as the exploration of the biological, chemical and physical aspects of the natural world, and the relationships between them. Our understanding of science is constantly changing and evolving. The inclusion of science within the PYP leads learners to an appreciation and awareness of the world as it is viewed from a scientific perspective. It encourages curiosity and ingenuity and enables the student to develop an understanding of the world.

The science strands are:

  • Living things
  • Earth and space
  • Materials and matter
  • Forces and energy
6. Social Studies

Social studies at AISVN is viewed as the study of people in relation to their past, their present and their future, their environment and their society. Social studies encourage curiosity and develop an understanding of a rapidly changing world. Through social studies, students develop an understanding of their personal and cultural identities. They develop the skills and knowledge needed to participate actively in their classroom, their school, their community and the world: to understand themselves in relation to their communities. The aim of social studies within the PYP is to promote intercultural understanding and respect for individuals and their values and traditions.

The social studies strands are:

  • Human systems and economic activities
  • Social organization and culture
  • Continuity and change over time
  • Human and natural environments
  • Resources and the environment
7. Technology

PYP technology learning and teaching immerses students in the interplay between learning technology, learning about technology and learning through technology. Viewed broadly, as a tool or resource, technology facilitates and expands learning possibilities. It refers to devices such as a pencil, a laptop, an iPad, a camera, as well as resources such as a book, a website, a game, an interactive story. As a concept, it incorporates coding, communication, information, design and innovation. As a learning extension, it supports the development of critical, creative and transfer thinking, in addition to systems and computational thinking.

We value people and their relationships, through our inclusive and collaborative learning community. We foster positive and trusting relationships, encouraging and supporting well-being, self-efficacy and agency in all our learners.

The PYP’s six transdisciplinary themes focus on local, national and international perspectives

Who we are

An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.

Where we are in place and time

An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.

How we express ourselves

An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

How the world works

An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

How we organise ourselves

An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.

Sharing the planet

An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

IB Learner Profile

These themes form our program of inquiry that prepares students for future learning.

The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

IB learners strive to demonstrate the attributes of the Learner Profile.


They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.


They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.


They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.


They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.


They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.


They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.


They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

Risk taker

They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.


They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.


They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.