Crossing Boundaries in Implementing International Education Programs in Polish Primary Schools. Learning Seen in Global Perspective
Abstract
The aim of the research in the presented article was to describe and analyse the theoretical assumptions of the International Baccalaureate Primary Years Programme (IB PYP), and to determine the presence of international schools in Poland, with particular emphasis on primary schools implementing the IB PYP. The article is based on a search for sources, their selection and description. As a result, the facts constituting the subject of the research were interpreted. The analysis of the material was qualitative in nature and it included English-language source materials on the IB PYP international education curriculum framework and other programme documents related to, among other things, the history of the IB PYP international programme, the curriculum standards and requirements, assessment system, and teaching methods. The data available on the IB website were used to determine the number of schools implementing the IB international programme in Poland. On the basis of the analysis of the IB PYP, we indicated the structure of the programme, the key concepts that characterise the programme in question, and the learner profile as the basic element of all international IB programmes. Moreover, due to the trans-disciplinary nature of the analysed programme and the theoretical foundation based on the constructivist theory of learning, the need and possibility of integrating the concepts and standards presented in the IB PYP into the curricula of primary schools in Poland is noted.
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