There are six transdisciplinary themes which form the globally-minded focus, developed by our teaching team at each grade level. These themes are central to the PYP  philosophy. The themes are defined by the IB:

Enquiry 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.
Enquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationship between and the interconnectedness of individuals and civilisations, from local and global perspectives.
Enquiry 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.
Enquiry 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.
Enquiry into the interconnectedness of human-made systems and communities; the structure and function of organisations; societal decision-making; economic activities and their impact on humankind and the environment.
Enquiry into rights and responsibilities in the struggle to share finite resources with other people and other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution.
Each theme is addressed each year by all students. (Students aged 3 to 5 engage with four of the themes each year). In addition all PYP students have the opportunity to learn more than one language from the age of five.
The PYP definition of curriculum comprises of three interrelated components. These three components are expressed in the form of the following open-ended questions:

The written curriculum

The identification of student learning within a curriculum framework

The taught curriculum

The theory and application of good classroom practices
The learned curriculum
The theory and application of effective assessment