AGIS approach
Development that continues
Connection to real life
Developing thinking from an early age
How a child learns in IB PYP
From subjects to meanings
Содержание
Transdisciplinary learning in IB PYP primary school
At Astana Garden International School, learning in primary school is not centered around individual subjects, but around understanding the world as a whole.
Children are not merely acquiring skills in reading, writing or arithmetic. They learn to ask questions, notice connections and gradually make sense of the reality around them. This is the essence of the transdisciplinary approach of the IB PYP program.
Children are not merely acquiring skills in reading, writing or arithmetic. They learn to ask questions, notice connections and gradually make sense of the reality around them. This is the essence of the transdisciplinary approach of the IB PYP program.
In a traditional model, knowledge is divided into disciplines. At AGIS primary school, they are connected through common ideas and themes that are meaningful to the child.
One theme can encompass language, mathematics, observation of the world, discussion and creative expression. This allows for a cohesive learning experience rather than fragmenting it into separate lessons.
Children begin to see that knowledge is interconnected and applicable in real life, rather than existing in isolation within lessons.
One theme can encompass language, mathematics, observation of the world, discussion and creative expression. This allows for a cohesive learning experience rather than fragmenting it into separate lessons.
Children begin to see that knowledge is interconnected and applicable in real life, rather than existing in isolation within lessons.
From subjects to meanings
Learning is structured as a sequential inquiry.
First, a question arises — clear and significant to the child. It becomes the entry point into the topic and sparks interest in exploration.
Next, the child observes, compares, discusses and attempts to explain. The teacher guides the process, helping to structure thoughts without replacing the search for answers.
Gradually, an understanding emerges. The child expresses it through accessible forms — oral storytelling, drawing, modeling or a small presentation. The format is less important than how they have made sense of the topic.
The conclusion involves discussing the outcome and realizing what was achieved, what was challenging and what was learned.
First, a question arises — clear and significant to the child. It becomes the entry point into the topic and sparks interest in exploration.
Next, the child observes, compares, discusses and attempts to explain. The teacher guides the process, helping to structure thoughts without replacing the search for answers.
Gradually, an understanding emerges. The child expresses it through accessible forms — oral storytelling, drawing, modeling or a small presentation. The format is less important than how they have made sense of the topic.
The conclusion involves discussing the outcome and realizing what was achieved, what was challenging and what was learned.
How a child learns in IB PYP
Developing thinking from an early age
This approach nurtures not only academic skills but also ways of thinking.
Children learn to:
Gradually, confidence in themselves forms along with the understanding that learning is an active process in which they are participants.
Children learn to:
- ask questions and seek answers
- explain their ideas
- listen to others and consider different viewpoints
- work together and make decisions
Gradually, confidence in themselves forms along with the understanding that learning is an active process in which they are participants.
Connection to real life
The learning themes in IB PYP are connected to what children can observe and experience in everyday life: relationships with others, the environment, changes, responsibility, culture and society.
As a result, knowledge does not remain abstract. It immediately acquires meaning and becomes part of personal experience.
As a result, knowledge does not remain abstract. It immediately acquires meaning and becomes part of personal experience.
Transdisciplinary learning in primary school lays the foundation for further education through international programs.
A child enters middle school not just with a set of knowledge but with an understanding of how to learn:
This becomes a key advantage in studying IB programs and later in university.
A child enters middle school not just with a set of knowledge but with an understanding of how to learn:
- how to ask questions,
- investigate,
- analyze, and
- draw conclusions.
This becomes a key advantage in studying IB programs and later in university.
Development that continues
AGIS approach
This creates an environment in which a child does not just learn — they begin to understand how learning works and why it is necessary for them.
At Astana Garden International School, transdisciplinary learning within the IB PYP framework is structured as a thoughtful system that combines international standards with careful attention to the developmental characteristics of children.
Here, a balance is maintained between:
structure and freedom,
academic rigor and interest,
outcome and process.
Here, a balance is maintained between:
structure and freedom,
academic rigor and interest,
outcome and process.
More about the admission process:
More about the programs:
IB PYP primary program grades 1-4
IB MYP middle school program grades 5-9
School Admission Process
IB DP high school program grades 10-11
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